When working on riparian issues, allow the local community to drive the process, identify the timelines, and identify the way in which they wish to manage riparian areas. Use awareness, team and tool building, community-based action, and monitoring. Continue reading →
Theme: Supporting and motivating professionals 
How to help professionals to be more effective in water education work
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Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 2
When working on riparian issues, give the community the opportunity to build a relationship with extension staff, to build trust and understanding, and to allow enough time for multiple interactions to occur. Continue reading →
Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 3
When working on riparian issues, employ multiple interactions and a mix of many extension methods to offer opportunities for diverse information and ideas and methods of providing them, and to meet individualized learning needs. Methods may include presentations, field days, workshops, individual landowner visits, riparian health inventories and reports, written materials, technical advice, and web site information on riparian areas and grazing management. Continue reading →
Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 4
Participating as part of community and watershed groups is more likely to lead to learning new information and making management changes. Continue reading →
Ambrose, N. E., Fitch, L., & Bateman, N. G. (2006) Finding 5
To help landowners learn new information, about riparian areas, landowners prefer that staff characteristics include knowledge about riparian management and understanding of the practicalities of living and working near riparian areas. Continue reading →
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 1
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Helping teachers figure out how to integrate water topics into their regular curriculum.
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 3
Provide teachers with substantial support to better enable them to build water supply and management topics into their curricula by:
- Building teacher self confidence in understanding water concepts that are less familiar to them
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 4
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Providing them with the following, to assure that they can successfully implement a curriculum: Supportive curriculum resources; Training to support thorough understanding of scope and content objectives
Beiswenger, R., Sturges, E. L., & Jones, R. (1991) Finding 5
Provide teachers with substantial support, to better enable them to build water supply and management topics into their curricula, by:
- Providing teachers with new science skills and pedagogical knowledge to build self confidence.
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 →
