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 →

Dickerson, D. L., Penick, J. E., Dawkins, K. R., & Van Sickle, M. (2007) Finding 4

To facilitate students’ ability to conceptualize the groundwater environment, engage teachers in learning how to develop appropriate assessment materials. For example, model use of preassessment to assess students’ groundwater understandings using various types of multiplechoice items, open-ended questions, and drawing prompts. Ask teachers to analyze what types of information each item provides and construct an appropriateinstructional plan based on the responses. Continue reading →

Dalgleish, F., & Cooper, B. J. (2005) Finding 1

Encourage water utilities to adopt a risk management strategy and to identify strategic risks, such as risks to a safe, acceptable, and reliable water supply.  Risks for this category, for example, can include failure to meet requirements of the Safe Drinking Water Act; inappropriate catchment management; and failure to plan for growth and changes in demand.  [NOTE: Finding based on one case study.]

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