Identify and provide additional support for group-designated water “experts” Continue reading →
Theme: Supporting and motivating professionals 
How to help professionals to be more effective in water education work
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de Loe, R. C., & Kreutzwiser, R. D. (2005) Finding 2
Drinking water education for managers and government officials should address proper management in 5 risk categories: technical, financial, institutional, political, and social. These include: appropriate hydrogeological analyses required for local groundwater protection planning; allocation of adequate resources for groundwater protection; the quality of laws, regulations, policies, plans, and organizational structure that governs groundwater protection; leadership that can provide vision, direction, and partnerships with other communities; and the quantity and quality of citizen particiation in groundwater protection initiatives.
de Loe, R. C., & Kreutzwiser, R. D. (2005) Finding 1
Education to protect drinking water quality should focus, at least in part, on water utility managers and local government officials responsible for ensuring reliable and safe drinking water.
Dalgleish, F., & Cooper, B. J. (2005) Finding 2
When water utilities are developing a risk management strategy, encourage them to communicate with stakeholder groups, such as employees, customers, suppliers, lenders, investors, regulators, communiites, and the public. [NOTE: Finding based on one case study.]
Cronin, A., & Ostergren, D. M. (2007) Finding 1
For watershed management decison-making on tribal lands
- Encourage partnerships and collaboration between US or state government natural resource professionals and tribal land managers.
- Integrate scientific knowledge with Indigenous tradition results.
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.
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.
Seavey, M. (2004) Finding 2
Provide teachers with activities that meet one or more curriculum goals Continue reading →
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
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 →
