Include environmental stewardship information shown to be significant in predicting farmer adoption of new practices: Substantive local data to support claims that specific BMPs are environmentally effective and economically advantageous as compared to in-place practices Continue reading →
Best Education Practice: Community 
See below for: research findings about outreach with a community.
For the Community, the learning experience:
- Builds on locally existing skills and resources.
- Supports a person who takes responsibility for managing or leading the process, and relies on quality group planning and facilitation techniques.
- Is flexible in response to both process and conditions.
- Provides participants with feedback about the results of their actions.
- Generates and makes use of data about the local condition.
- Takes into consideration the community as a whole, including: socio-political, economic, historical, and cultural influences.
- Evolves from work with a coalition or group.
- Builds effectiveness through linkages to other communities, partners, and resources.
- Takes place close to the location where people practice a behavior of concern.
- Reaches people in multiple ways.
- Relates to long-term community vision and goals.
- Provides training to increase skills needed to accomplish goals identified by the group.
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
de Bruijn, T. J. N. M. and P. S. Hofman. (2000) Finding 1
Generate ongoing environmental change by initiating and coordinating pollution prevention activities through regional networks or consortia. Continue reading →
Schwartz, J. J., A. B. Waterman, et al. (1998) Finding 1
Identify the need for education or outreach based on audience characteristics (understanding of the problem, socio-economic characteristics) and/or details about the specific local environmental concern (Schwartz, 1998). Continue reading →
House, M., & Fordham, M. (1997) Finding 2
Use direct surveys and interviews to gauge public opinion as opposed to relying on “representative” stakeholders (direct representation may highlight factors not previously considered or lead to unexpected interests or concerns) Continue reading →
Ryan, J., Mathew, K., Anda, M., & Yuen, E. (2001) Finding 3
Include community members, essential service operators, environmental health workers, administrators, teachers, and regional service providers in community water conservation training programs. Continue reading →
Shay, K. H. (2003) Finding 1
Engage the “community of interest” in checking information about a local environmental condition (such as excess nutrients in water)
- Gather data about local environmental condition
- Relate data to expectations about needs
- Change practice recommendations to reflect results
- Develop data to show environmental improvements that result from following recommended practices
Curtis, A., & DeLacy, T. (1995) Finding 1
Provide groups with training to help develop leadership and organization skills. Continue reading →
Marzolla, M. (2004) Finding 1
With Latino youth programs, use place-based pedagogies so that the education of citizens might have direct bearing on the well-being of the social and ecological places people actually inhabit.
- Allow participants to apply their learning to a wide variety of home, neighborhood and community situations.
McCowan, L. & M. Smolen. (2004) Finding 2
Carry out education outreach initiatives through community-based organizations that already have a relationship with the target audience. Continue reading →
Dietz, M. E., J. C. Clausen & K. K. Filchak. (2004) Finding 1
Rely on these outreach components for a conservation initiative (Dietz, 2004 Symposium):
- Individual homeowners make site assessments with help from trained volunteers who make specific recommendations for reducing bacteria and nitrogen runoff.
