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

Class or Group 
The learning experience: Is based on and shaped by some form of needs assessment and use of a planning model (such as the logic model)
The learning experience: Incorporates methods for assessing the value of the experience, especially as it relates to desired outcomes.

Citation: Koontz, T. M., & Johnson, E. M. (2004). One size does not fit all: Matching breadth of stakeholder participation to watershed group accomplishments. Policy Sciences, 37(2), 185-204. from the Environmental Sciences and Pollution Mgmt database
Citation Type: Research