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How to design outreach projects that will lead to measurable impacts

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Fedler, A. J. (Ed.) Finding 10

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Relies on a variety of systematic and continuous approaches to the assessment of participants and evaluation of programs so as to improve and eventually validate those programs.

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Fedler, A. J. (Ed.) Finding 7

To produce long-term changes in behavior, provide comprehensive training in the set of variables correlated with measurable changes in environmentally-related behavior, including:

  • environmental sensitivity
  • knowledge about ecology
  • in-depth understanding of aquatic environmental issues
  • a sense of personal investment in specific environmental issues
  • knowledge of environmental action strategies
  • skills in using environmental action strategies
  • an internal locus of control
  • intentions to act

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Napier, T. L., & Sommers, D. G. (1996) Finding 1

Assure that intervention programs are relevant to perceived needs of farmers, relevant to cultural milieu of subgroups, and relevant to specific environmental needs:

  • Cultural and farm-structure differences must be considered when intervention strategies are developed to bring about behavioral changes among specific groups
  • Potential Mennonite adaptors have to be convinced that adoption of conservation tillage will be profitable and not threaten the values of the collective group

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Fedler, A. J. (Ed.) Finding 8

Develop program design and content to adhere to guiding principles for boating, fishing, and aquatic stewardship education. The program:

  • Provides continued application and reinforcement of content in order to produce long-term changes in behavior:

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Andersson, L. (2004) Finding 1

When using predictive models to aid farmers in making a nutrient application decision:

  • confirm that predictive models have been tested with satisfactory results against field experiments.
  • confirm that the models show detectable reductions of nutrient leaching, as a consequence of implemented remedies.
  • provide results that consider the total environmental impact of a suggested measure, in order to show a more realistic evaluation of sources of nutrient load (e.g. provide results demonstrating the combined impact of all potential nutrients, rather than results predicting application impacts of one nutrient at a time).
  • provide simulations that are based on a specific climatic variable, such as air temperature, rather than general seasonal timing (early fall).
  • develop a system for presenting model uncertainties appropriate to use in stakeholder dialogues.

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Fedler, A. J. (Ed.) Finding 5

In designing outreach programs that strive to link environmental concern with recreational behaviors, attend to:

  • social factors that influence the choice of activity and the interpretation given the recreational experience

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Siemer, W. F., & Knuth, B. A. (2001) Finding 2

To increase ownership and empowerment, design programs with a strong emphasis on:

  • Combining: a) field activities; b) curriculum activities; c) family and community involvement
  • Multi-faceted experiences, which are more likely to lead to an increase in skills, knowledge and motivation than education which includes only one of the above elements.

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