Target Audience Research: Students, Higher Education

Audience Description:

The Higher Education Student audience: are students engaged in post-secondary, formal education

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

No research available

Message content

No research available

Message delivery vehicle

No research available

Outreach strategy

Use simulation games to help increase participant flexibility in making choices.

Design training to provide students with work in teams on a practical experience with interdisciplinary participants.

Public participation

No research available

Supporting and motivating professionals

No research available


No research available

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 students in higher education 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.

Enables the learner to link new knowledge to their existing knowledge in meaningful ways.

Builds thinking and reasoning skills that learners can use to construct and apply their knowledge.

Allows a learner to interact and collaborate with others on instructional tasks.

The Class or Group

No relevant research findings

Web-Based Learning

No relevant research findings

The Community

No relevant research findings

Beyond the Community

No relevant research findings

Supporting References

Dresner, M. (1989/90). Changing energy end-use patterns as a means of reducing global-warming trends. The Journal of Environmental Education, 21(2), 41-46.

Ryder, B. A., & Swoope, K. S. F. (1997). Learning about riparian rehabilitation: Assessing natural resource and landscape architecture student teams. Journal of Natural Resources and Life Sciences Education, 26(2), 115-119.