Support stakeholder groups, especially those with similar missions and those that already have a relationship with the target audience. Continue reading →
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 12
Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education (Fedler, 2001). The program:
- Constitutes a continuous and lifelong process for individuals, families, and diverse social groups
Siemer, W. F., & Knuth, B. A. (2001) Finding 3
Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education (Siemer, 2001). The program:
- Constitutes a continuous and lifelong process for individuals, families, and diverse social groups.
Waltz Jr., F. C., R. N. Carrow, & R. R. Duncan. (2004) Finding 2
Engage golf course conservation superintendents in developing a course on turf grass management Continue reading →
Leach, W. D., & Pelkey, N. W. (2001) Finding 1
Design partnership development training to build understanding and skills for partnership success factors and themes identified through the Leach and Pelky (2001) meta-analysis of empirical literature. (see Table 2, p. 382 for detailed list of these associated with each factor).
Focus on factors influencing partnership success:
- maintain balance between partnership resources and scope of activity
- pursue flexible and informal process
- attend to alternative dispute resolution (ADR) processes
- attend to institution analysis and development (IAD) processes
Stanley, J. W. (1992) Finding 1
Focus on a geographic area:
- Define the geographical area where environmental intervention is crucial (Stanley, 1992).
Fedler, A. J. (Ed.) Finding 9
Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:
- Considers aquatic resources in their totality, including natural, built, technological, and social aspects (e.g. economics, politics, cultural-historical, moral, aesthetic)
Lanyon, L. E., Kiernan, N.-E., & Stoltzfus, J. H. (1996) Finding 4
Work with consultants:
- Recognize and support education providers already in place who provide information consistent with the program goal
Berry, K. A., Markee, N. L., Stewart, M. J., & Giewat, G. R. (1996) Finding 3
Provide policy makers with a link to local information sources. Continue reading →
Johnson, S. E., & Jacobs, H. M. (1994) Finding 2
Be aware of the boundary between education and advocacy. Continue reading →
