Audience Description:

Homeowners are: people who have ownership and responsibility for care and maintenance of property on which their home is located

Findings by Outreach Theme

Findings by Essential BEPs

Study-Specific BEPs

These study-specific Best Education Practices distill findings derived from the studies listed in the References below, which were identified using a meta-analysis technique.

Outreach Themes: BEPs are described by one or more of seven focus areas.

Outreach Themes	Research Recommendations
The Audience	Identify the need for education or outreach based on audience characteristics (e.g. understanding of the problem, socio-economic characteristics) and/or details about the specific local environmental concern.
Message content	No research available
Message delivery vehicle	No research available
Outreach strategy	No research available
Public participation	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.
Supporting and motivating professionals	No research available
Evaluation	Effectiveness of education program delivery can be tested through comparison of changes in nitrate, nutrients and bacteria in runoff.

Linking Study-Specific BEPs to Essential BEPs

Essential BEPs provide an overview of Best Education Practices derived from education theory and other meta-analysis studies. This table shows which Essential BEPs are highlighted by research about homeowners as a target audience. The entire collection of Essential BEPs is available on the Water Outreach website.

Education for:	The learning experience:
The Individual	Promotes active engagement and real world problem solving.
The Class or Group	Is based on and shaped by some form of needs assessment and use of a planning model. Is designed to focus on a targeted audience and is built on an understanding of audience skills and interests. Incorporates methods for assessing the value of the experience, especially as it relates to desired outcomes.
Web-Based Learning	No relevant research findings
The Community	Evolves from work with a coalition or group. Generates and makes use of data about the local condition. Provides training to increase skills needed to accomplish goals identified by the group.
Beyond the Community	No relevant research findings

Supporting References

Dietz, M. E., Clausen, J. C., Warner, G. S., & Filchak, K. K. (2002). Impacts of Extension education on improving residential stormwater quality: Monitoring results. Journal of Extension, 40(6), 10.

Mechenich, C., & Shaw, B. H. (1994). Chemical use practices and opinions about groundwater contamination in two unsewered subdivisions.Journal of Environmental Health, 56(6), 17-22.

Schwartz, J. J., Waterman, A. B., Lemley, A. T., Wagenet, L. P., Landre, P., & Allee, D. J. (1998). Homeowner perceptions and management of private water supplies and wastewater treatment systems. Journal of Soil and Water Conservation, 53(4), 315-319.

Shay, K. H. (2003). Grow green: How to have a healthy landscape and healthy kids, dogs, birds, and water. Nonpoint Source Pollution Information and Education Programs Conference, Chicago, IL.

Varlamoff, S., Florkowski, W. J., Jordan, J. L., Latimer, J., & Braman, K. (2001). Georgia homeowner survey of landscape management practices. HortTechnology, 11(2), 326-331.