If providing explanatory materials by mail to residents from communities engaged in watershed planning, find ways to encourage individuals to engage. Keep in mind that only residents who take the time to review materials are likely to demonstrate knowledge mastery and an inclination to apply results. Continue reading →
Theme: Outreach strategy/Design 
How to design outreach projects that will lead to measurable impacts
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Shaffer, R. M., & Meade, G. S. (1997) Finding 2
Require locally extensive training. In a study with a small sample group, this requirement was shown to increase peer group awareness and implementation of skills. Continue reading →
Fedler, A. J. (Ed.) Finding 4
Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program
- Begins with goals and objectives that relate to appreciation and awareness, expands to include both knowledge and skills, and culminates in personal responsibility and responsible behavior.
Caffey, R. H. and R. F. Kazmierczak, Jr. (1994) Finding 1
Develop a strategy that reflects the fact that effectiveness of new educational programs may be hindered by insular nature of communities in which producers live. NOTE: This finding is not generalizable due to small sample Continue reading →
Voege, H., & Crocker, S. (1998) Finding 2
Base the outreach or education process on mutual understanding, trust, and respect that leads landowners to choose to comply because they see it in their best interest. Continue reading →
Berry, K. A., Markee, N. L., Stewart, M. J., & Giewat, G. R. (1996) Finding 2
Gather data about policy maker skills and preferences prior to designing training Continue reading →
Lanyon, L. E., Kiernan, N.-E., & Stoltzfus, J. H. (1996) Finding 1
Involve target audience in:
- Developing content and process for outreach activities
Murray, H., & Butler, L. M. (1994) Finding 1
Involve target audience in:
- Participatory approaches to help identify target audience education needs and motivate participation
Walker, A. (2004) Finding 1
When developing watershed education teacher manuals, identify barriers to implementation and adapt materials to respond to identified needs. Continue reading →
Talsma, V. (2001) Finding 1
Encourage and support use of a community-based curriculum based on water monitoring. (This type of curriculum has been shown to be highly acceptable among teachers and to provide professional satisfaction.) Continue reading →
