Drinking water education for citizens and the private sector can build capacity for implementing groundwater protection by increasing individual knowledge and skills for protecting groundwater, and assessing the credibility of policy and financial initiatives.
Theme: Outreach strategy/Design 
How to design outreach projects that will lead to measurable impacts
Findings Navigation: Browse by Audience; Browse by Theme; Browse by Best Education Practice; Browse by multiple topics
Fedler, A. J. (Ed.) Finding 13
Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education.
- Supports, engages in, and makes use of the scientific, social, educational, and other forms of research that have a bearing on programs
Fedler, A. J. (Ed.) Finding 14
In designing outreach programs that strive to link environmental concern with recreational behaviors
- Vary program goals to reflect differences in commitment among experienced and active anglers, ex anglers, inactive anglers, and non anglers
Severtson, D. J., L. C.Baumann, & R. L. Shepard. (2004) Finding 5
Design and deliver information based on communication and health behavior theories
Walker, A. (2004) Finding 2
When developing watershed education materials:
- Adapt watershed education teaching materials to align with grade-appropriate science curriculum standards.
- Involve the state office of education and other education stakeholders in the revision process.
Miller, D. R. and M. F. Smith (1991) Finding 3
Design communication and professional development opportunities for outreach educators that will motivate them to implement a priority program because:
- The program fits their job description
Fedler, A. J. (Ed.) Finding 11
Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:
- Recognizes the critical role and the need to adequately support ongoing professional development for all personnel associated with these efforts and programs, including those suggested or implied in the above principles.
Grudens-Schuck, N. (2000) Finding 3
Design outreach to address farmer preferred learning style
- Emphasize experiential learning and farmer knowledge
McCowan, L. & M. Smolen. (2004) Finding 5
Field test new education materials with a lead community-based organization. Continue reading →
McCowan, L. & M. Smolen. (2004) Finding 6
Generate local information and use it as the basis for local public education programs. Continue reading →
