STEP 4. Collect audience information relevant to the environmental practice and specific behaviors

Recommendations and resources in Step 4 form the “heart” of the Self-Study Modules. The goal is to build skills in collecting information about your target audience, for use in refining your outreach strategy. Follow content in sections that most interest you.

A. Introduction: The Conservation planning environment

B. Is there a social dimension to a particular environmental concern?

C. What methodologies or technologies are available for exploring the social dimensions of a particular environmental concern?

D. How can a natural resource professional select a social assessment tool?

E. What support do natural resource professionals need and what options are available?

If you have little experience in this area, you may want to invite someone who already has these skills to join your planning team. In any case, consider spending time reviewing resources in this section to familiarize yourself with the process. No matter your background, you will already be able to apply some strategies. Take a look. And don’t forget to track your progress on the Track Your Progress Worksheet.

A. Introduction

• The “Conservation Planning Environment”
• Social and cultural issues are important
  • Case Study I: Anthropology and environmental problems in the U.S.: The case of groundwater contamination
• Active participation of community members is vital to short and long term success
  • How can a natural resource professional select a social assessment tool?
  • What support do natural resource professionals need and what options are available?
• Natural resource professionals can incorporate social dimensions in their work
• What are social assessment tools and what can they do for natural resource professionals?
  • Table 1: Recommended Tools and Descriptions
  • Further information: Triangulation in Research
• References

B. Is there a social dimension to a particular environmental concern?

• How to figure out if there is a social dimension
  • Case Study II:  Getting started with social assessment tools
    
• When should outreach educators investigate the social dimension?
  
• References

C. What methodologies or technologies are available for exploring the social dimensions of a particular environmental concern?

• Methodologies and technologies: Introduction
  
• Linking to pre-existing information
  • Table 2: Sample sources of background information
• Using social assessment tools
  • Case Study III: Testing a fact sheet about toxic substances in fish
  • Case Study IV: P-Free for Lake Ripley
• Tools recommended for natural resource professionals
  • Table 3: Specific assessment tools and references
• References

D. How can a natural resource professional select a social assessment tool?

• Guidelines for selecting a social assessment tool
  • Table 4: Skills recommended for effective use of social assessment tools
  • Table 5: The pros and cons of using different recommended tools
• Which social assessment tools have the most potential for the natural resource professional?
  • Table 6: Participatory action research methods
• References

E. What support do natural resource professionals need and what options are available?

• To implement social assessment tools?
• To analyze and integrate results into their work?
• References

 

Acknowledgements:

Step 4 of the self-guide module was prepared by Micah Morton, University of Wisconsin Department of Anthropology, 2007, with special thanks to:

• Lorna M. Butler, Ph.D., Professor of Sociology and Cultural Anthropology, Iowa State University
• Barbara McDonald, Ph.D., Education Specialist, USDA Forest Service
• Theresa Trainor, M.A., Program Analyst, US EPA Office of Wetlands, Oceans, and Watersheds