Generate local information:
- Use a regional survey to establish priorities and to set baseline information about regional water education needs.
Mahler, R. L. (2004) Finding 2
Theme: Audience Information 
Development and use of information about a target audience
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Burger, J. and L. Waishwell. (2001) Finding 2
Provide one-on-one communication with a person engaged in the targeted activity to enhance the knowledge they gain and their interest in acquiring more information. Continue reading →
Alkon, A. H. (2004) Finding 2
A decision-making process that accepts the assumption that the people most involved with a particular issue are the ones best equipped to make decision is likely to lead to constructive solutions to land use concerns. Continue reading →
Dakins, M. E., Long, J. D., & Hart, M. (2005) Finding 2
How a watershed group is formed may influence its effectiveness.
- Citizen initiated groups give themselves a high rating on addressing difficult or controversial issues.
- Government initiated groups give themselves a high rating on receiving assistance during formation.
- Groups whose membership has been restricted in some way (e.g. property owners only, instead of all interested parties), give themselves a low rating on involving key decision-making groups, timeliness in addressing issues, and overall effectiveness.
Dakins, M. E., Long, J. D., & Hart, M. (2005) Finding 1
When encouraging or facilitating the activities of a watershed group, consider group purpose and needs. Distinguish whether the group wants to focus on educational and social benefits, the ability to influence policy, or create on-the-ground improvements.
Asakawa, S., Yoshida, K., & Yabe, K. (2004) Finding 2
When involving the public in green space planning: use survey responses to group residents according to their interest in recreation, in planning participation, or no interest.
- Develop participation programs suited to each group’s unique characteristics.
Asakawa, S., Yoshida, K., & Yabe, K. (2004) Finding 1
When involving the public in green space planning:
- Survey public perceptions of stream corridors, including: recreational use, nature and scenery, sanitary and safety maintenance, flooding, stream access, and lighting.
Zipper, C. E. and J. S. Rockett. (1997) Finding 1
Emphasize “place”, by creating a local Board for example, has potential for broad impacts on locally identified environmental problems. Continue reading →
McCowan, L. & M. Smolen. (2004) Finding 4
Tailor drinking water education materials to the learning style, educational level and potential vision problems of a relatively uneducated, elderly audience. Continue reading →
Johnson, S. E., & Jacobs, H. M. (1994) Finding 1
The process of learning about the community of learners is as important as the content of the learning. Continue reading →
