Best Practices Workbook for Boating, Fishing, and Aquatic Resources Stewardship Education

144 Pages·2010·16.04 MB·English

For Boating, Fishing, and Aquatic
Resources Stewardship Education
takemefishing.org
for Boating, Fishing, and Aquatic
Resources Stewardship Education
takemefishing.org
601N.FairfaxSt.,Suite440,Alexandria,VA22314-2054
703/519-0013
January2010
The Recreational Boating & Fishing Foundation Virgil Chambers,National Safe Boating Council
(RBFF) would like to thank several groups of Mark Cole,Inner City Fishing Institute
people for contributing time and expertise to the Shari Dann,Michigan State University
development of this Workbook. Anne Glick,Future Fisherman Foundation
Carl Richardson,Pennsylvania Fish and Boat
OriginalAuthors
Commission
The following researchers conducted extensive
RichWehnes,MissouriDepartmentofConservation
compilations of pertinent research and contributed
chapters to the technical document Defining Best ReviewPanel
Practices in Boating,Fishing,and Stewardship RBFFrecruited30professionalsfromstateandfederal
Education,which provides the core information on agencies,privateboatingandfishingorganizations,
which this Workbook is based. andacademiatoprovideguidancethroughoutthe
Anthony J.Fedler (editor),Human Dimensions developmentofthisWorkbookandothertools
Consulting developedaspartoftheBestPracticesProject.
JulieA.Athman,University of Florida ElaineAndrews,UniversityofWisconsinandNorth
Myron F.Floyd,University of Florida AmericanAssociationforEnvironmentalEducation
RosanneW.Fortner,Ohio State University JulieAthman,University of Florida
Marni Goldenberg,University of Minnesota Duncan Blair,Trout Unlimited
Alan R.Graefe,Pennsylvania State University Virgil Chambers,National Safe Boating Council
Tom Marcinkowski,FloridaTechnical Institute Myron Floyd,University of Florida
Bruce E.Matthews,Recreational Boating & Rosanne Fortner,Ohio State University
Fishing Foundation KevinFrailey,IdahoDepartmentofFishandGame
Martha C.Monroe,University of Florida BarbGigar,IowaDepartmentofNaturalResources
Janice D.McDonnell,Rutgers University Anne Glick,Future Fisherman Foundation
Jo-Ellen Ross,Chicago State University Marni Goldenberg,Green Mountain College
William F.Siemer,Cornell University Alan Graefe,Pennsylvania State University
KathleenE.Vos,UniversityofWisconsinExtension Steve Hall,Texas Parks andWildlife Department
Michaela Zint,University of Michigan Bill Hastie,National Marine EducatorsAssociation
Georgia Jeppesen,U.S.Fish andWildlife Service
EducationTaskForce
Marcus Kilburn,Arkansas Game and Fish
RBFF recruited volunteer stakeholders with
Commission
expertise in education from the boating and fishing
Jon Lyman,Alaska Department of Fish and Game
community to serve on a task force to help guide
Thomas Marcinkowski,Florida Institute of
education efforts.Specifically,the goal of the
Technology
EducationTask Force is to“Enable stakeholders to
Jenifer Matthees,Minnesota Department of
use research and Best Practices to educate people
Natural Resources
about boating,fishing and aquatic resource
Janice McDonnell,Rutgers University
stewardship.”The EducationTask Force created a
Michael O’Malley,Washington Department of
comprehensive plan to accomplish its charge,which
Fish andWildlife
included the development of this Workbook and
Carl Richardson,Pennsylvania Fish and Boat
other best educational practices documents.
Commission
Mike O’Malley,(Chair)Washington Department
Jo-Ellen Ross,Chicago State University
of Fish andWildlife
William Siemer,Cornell University
ElaineAndrews,UniversityofWisconsinandNorth
Judy Stokes,New Hampshire Fish and Game
AmericanAssociationforEnvironmentalEducation
Department
Eleanor Bochenek,Rutgers University
RichWehnes,MissouriDepartmentofConservation
i
Acknowledgments
SpecialThanks inclusive,and sustainable way,and driven by an
environmental ethic that places the resource and
The following went above and beyond the call
the best traditions of boating and fishing above
of duty during development of theWorkbook:
mere personal gain,self-gratification,and individual
Mike O’Malley,Washington Department of Fish
need.This requires strong educational support and
andWildlife
grounding in research-based practices.
Barb Gigar,Iowa Department of Natural Resources
In 2002,RBFF sponsored a NationalAquatic
About the Best Practices Project EducationLeadershipSummitthatincludedleaders
in aquatic education from all over the country
RBFFdevelopedthisWorkbooktoprovideguidelines
representing state and federal agencies,industry,
for Best Practices in boating,fishing and aquatic
and non-governmental organizations.Although the
stewardship education programs.In 2000,RBFF
individual vision of each group may vary to meet
commissioned11aquatic,environmental,andoutdoor
their particular mission,all agreed on the following
educationprofessionalstodevelopsummariesof
vision for the broad aquatic education community:
existingresearchandrecommendationsfor the
developmentofbestprofessionalpracticesforboating, AquaticEducationCommunityVisionStatement
fishing,and aquatic stewardship education.These
Aquatic education programs inspire individuals and
professionals presented their findings to a group
families to embrace fishing and boating as a means
of 25 researchers and educators at a workshop in
to improve the quality of their lives,by providing:
Alexandria,Virginia on March 11-12,2001.The
• Physical,mental,and spiritual well-being.
resulting document,Defining Best Practices in
• Quality time with family and friends,and oneself
Boating,Fishing,and Stewardship Education,is
as an individual.
the foundation of this Workbook (available at
www.rbff.org). • Opportunities to help children develop essential
life skills.
The Workbook also contains additional research
• Positive alternatives to inappropriate behaviors.
from various sources,and has been reviewed by
30 professionalswithavarietyofbackgrounds • Social,economic,and community health.
includingeducators,researchers,administrators, Because these individuals understand the vital roles
andpractitioners. that clean water,healthy watersheds,and quality
A series of additional materials have been completed fisheries have in their lives,they commit to
as part of the Best Practices Project and have been protecting these resources.
designed to complement this Workbook: For more information about RBFF,go to
• Information sheets www.rbff.org.For a more detailed description of
• PowerPoint presentation the steps that led to the Best Practices Project,go
to www.rbff.org.
•Trainer’s guide
• Newsletter
• Education program database
ToolsAreAvailable The views and conclusions contained in this
document are those of the authors and should
TheWorkbookandalloftheBestPracticestoolsare
not be interpreted as representing the opinions or
available(downloaddirectlyatwww.RBFF.org)
policies of the U.S.government.Mention of trade
names or commercial products does not constitute
About RBFF
their endorsement by the U.S.government.
The mission of the RBFF is to increase participation
in recreational angling and boating in a way that
increases public awareness of and appreciation for
theneedtoprotect,conserve,andrestorethisnation’s
aquaticnaturalresources.RBFFiscommittedto
accomplishingthismissioninawaythatensuresthat
fishing and boating are done in a safe,responsible,
ii
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intro1
WhatAreBestPractices?........................................... Intro1
HowCanBestPracticesHelpYou?.................................... Intro1
NeedforBestPractices............................................ Intro1
HowtoUseThisWorkbook.......................................... Intro2
EducationVersusCommunication .................................... Intro3
BehaviorChanges ................................................ Intro4
WherearetheFootnotesandCitations?................................ Intro4
Elements of Effective Education Programs
Chapter1.PlanAheadforSuccess ..................................... 1-1
Chapter2.BuildingYourProgram ...................................... 2-1
Chapter3.Well-TrainedInstructors ..................................... 3-1
Chapter4.HowDoYouKnowifIt’sWorking?Evaluation! ..................... 4-1
Specific Opportunities to Enhance the Program
Chapter5.ExpandingYourReach:DiverseAudiences........................ 5-1
Chapter6.ExpandingYourReach:PersonswithDisabilities ................... 6-1
Chapter7.EnhancingBoatingEducationPrograms ......................... 7-1
Chapter8.EnhancingFishingEducationPrograms ......................... 8-1
Chapter9.EnhancingAquaticStewardshipEducation ....................... 9-1
Chapter10.LetResearchHelp........................................ 10-1
Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . G
AppendixA.A Brief History of Environmental Education . . . . . . . . . . . . A
Appendix B.Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B
Appendix C. General Logic Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C
iii
WhatAre Best Practices? included wherever possible.References were taken
from other related fields as well.The majority comes
A Best Practice is a program or practice with specific
from environmental education,because it has been
outcomes that has been clearly defined,refined,and
researched far more over the years than recreational
evaluated through repeated delivery and supported
fishing and boating education.Because the Best
by a substantial body of research.These practices
Practices discussed are process oriented,not content
represent the best knowledge available for use under
oriented,results should be highly interchangeable.
specified circumstances.It’s important to note that
Best Practices may change over time.They are A brief understanding of how the environmental
recommendations based on what has been observed education field came to be what it is today can help
or documented to be effective to date,but which youdevelop,prioritize,andpositionvariouselements
may change given additional experience,evaluation, of your program.Whether you are new to the field
and research. or a seasoned veteran,the brief history inAppendix
A can solidify your understanding of and support for
For state fish and wildlife agencies and organizations
theuseofBestPracticesinallyoureducationalefforts.
trying to educate people about boating,fishing,and
stewardshipofaquaticresources,the use of best
Need For Best Practices
educational practices is simply a matter of applying
tested,science-based practices to educational efforts, Each year,millions of people attend boating,fishing,
the same way biologists apply science to the and aquatic stewardship education programs,but are
management of fish,wildlife,and other natural these programs effective at achieving sponsor goals?
resources. How do they benefit fish,wildlife,and boating-
relatedagenciesandorganizations?Outputssuchas
How Can Best Practices HelpYou? the number of participants often serve as the only
measures of performance.Does this participation
Best Practices are meant to enhance,not replace,
contributetoagencyrevenues,image,ormission;or
existing efforts.
toincreasedlicensesales;ortoagreaterstewardship
This Best Practices in Boating,Fishing,andAquatic ethic among participants?There is little direct
Resources Stewardship EducationWorkbook (Workbook) evidence that these and other goals of boating,
and other Best Practices materials do not constitute fishing,and stewardship education programs are
a“program”unto themselves.Rather,they are tools being achieved.The aquatic education community
you can use to make your existing (or developing) has identified this as a major need and concern.
programs more effective.
Incorporation of Best Practices will maximize your
effectiveness in:
• Planning,developing,and implementing programs.
• Conducting program evaluations at all levels of
development and implementation.
• Providing ongoing professional development.
• Identifying relevant research to further understand
and improve the educational process.
This Workbook contains a LOT of research-based
and tested,effective ideas for improving education
efforts.The primary audience for this Workbook is
boating,fishing,and aquatic stewardship educators.
References and examples from those areas have been
Intro-1
Introduction
Measuring attainment of these goals often is difficult; Worksheets throughout the text give you the
however,to be accountable for their programs, opportunity to apply the Best Practice information
educators need to use appropriate evaluation tools to your own situation.By completing these as you
and methods to measure intended outcomes. go,you’llhavethebasisforanoutstandingeducational
Furthermore,programs need to be designed and program.You can also download the worksheets
evaluated based on the best information research from www.rbff.org.
and practical experience have to offer.
This Workbook has something for everyone.If you
The Recreational Boating & Fishing Foundation are starting a program from scratch,all chapters will
(RBFF) and its partners have engaged in the Best be invaluable.They will help you make informed
Practices project for that reason.Tools developed decisions on how to plan and implement your
in this project are designed to help educators build, program and help you avoid pitfalls others have
enhance,and evaluate their programs based on learned about the hard way.
research and practices shown to be effective.
Administrators of existing programs can go through
A series of materials have been completed as part of each chapter to see how closely their programs meet
the Best Practices project and have been designed to the Best Practice guidelines.You may find valuable
complement this Workbook (available from RBFF): ideas that you want to add,holes in your program
• Information sheets – 10 different information that you can fill,or scientific research to back up or
sheets that give a brief overview of various Best justify what you’ve been doing all along.
Practices and how they benefit educational efforts The primary target audience for this Workbook is
• PowerPoint presentation – comprehensive anyone who is developing or revising an educational
presentationthatincludessegmentsonvariousaspects program in boating,fishing,or aquatic stewardship.
of the Best Practices;designed to be customized
for use with numerous target audiences,to
EnvironmentalStewardship
communicate the importance of Best Practices
• Trainer’s Guide –“cookbook”for conducting ForpurposesofthisWorkbook,environmental
a one- or two-day workshop that walks end users stewardshipisdefinedasinformed,responsible
through the Workbook and motivates them action/behavioronbehalfoftheenvironmentand
to adopt Best Practices into their programs futuregenerations.
• Newsletter – prototype newsletter that features
case studies and articles about effective aquatic
Materials and information in this Workbook pertain
education programs,information on new
to all of these major subject areas,and they were
resources and grant opportunities,etc.
developed with the recognition that different
• Best Practices monograph –A 190-page
programs focus on different aspects of these subject
collection of research papers on Best Practices
areas,such as:
published by RBFFin2001(DefiningBest
• Stewardship only – Some programs focus on
PracticesinBoating,Fishing,and Stewardship
stewardship of aquatic resources only,and do not
Education, Anthony J.Fedler,editor);available
involve fishing or boating.
online at www.rbff.org
• Stewardship emphasis – Some programs
How to UseThis Workbook emphasize aquatic stewardship,but recognize the
value of the experiential aspects of fishing/boating
Best Practices are process-oriented.They do not
as a way to teach stewardship.
suggest what content you teach,but rather how
• Fishing only – Some programs teach only
you plan it,approach it,teach it,and evaluate it.
fishing,without incorporating boating or
Thus,every chapter in this Workbook may contain
stewardship messages.
informationthatcouldbenefityoureducationefforts.
• Fishing emphasis – Some programs emphasize
This Workbook was not designed for you to read
fishing,but recognize the need and value of
from cover to cover (although it would certainly be
instilling ethics and stewardship.Some also
beneficial to do so!).Rather,it was designed to make
incorporate boating education as a way to help
it easy for you to skip around and quickly find the
enhance an individual’s ability to fish.
sections that are most applicable to your situation.
Intro-2
Introduction
• Boating only – Some programs teach only
boating (and some only boating safety) and do ABigDifference
not involve stewardship or fishing education. TheRandomHouseDictionaryoftheEnglishLanguage,
• Boating emphasis – Some programs emphasize (1987)definesthesewordsasfollows:
boating,but incorporate stewardship education Communication-theimpartingorinterchangeof
and/or educate individuals about how they can thoughts,opinions,orinformationbyspeech,writing,
use the boat to fish. orsigns
• Stewardship,fishing and boating – Some
Education-theactorprocessofimpartingor
programs incorporate all three.
acquiringgeneralknowledge,developingthe
Although each of these subjects can be taught powers ofreasoningandjudgment,andgenerally
independently,effectiveprogramsutilizeacombination ofpreparing oneselforothersintellectuallyfor
ofsubjects. maturelife
Your approach may vary within your overall
educationaleffortsdependingonyourtargetaudience.
In general,marketing is determining what consumers
Forexample,if you are working with a teacher,your
want and need and thenprovidingit.Promotionis
emphasis may be stewardship,but you may include
simplycommunicatingto your audience that you
fishing as a way to get students interested.If you
have a product or service.Some people confuse
are working with a physical education or drug
marketing and promotion witheducation,and
prevention program,your emphasis may be fishing,
believethatmarketingapproacheswill attract boaters
incorporating stewardship and boating.Regardless
and anglers and make them environmental stewards.
of your approach,you’ll find this Workbook helpful
in developing or enhancing your program. Certainlymarketing,promotion,andcommunication
in general are critical parts of the education process
ChapterswithintheIntroductionandElementsofEffective
because they create awareness,keep participation
Education Programs sections of this Workbook cover
and stewardship at the top of consumer minds,and
topics that apply to all educational programs.Ifyou
influence participation through social awareness
areinterestedindeveloping/revisingprograms so
and support.However,communication without
they are as effective as they can be for your agency/
education ultimately will fail if the goal is behavior
organization,we recommend that you review each
change.When marketing and promotion stop,if
of these sections.
consumer attention is diverted,there is nothing left
ChaptersintheSpecificOpportunitiessectionprovide
to sustain and support interest.It is like seed sown
guidance for a variety of specific applications.These
onthinsoil.Itwillsproutwithexcitementofanew
are not stand-alone chapters.They provide specific
idea,but soon wither for lack of nourishment.
considerations,examples and ideas for each topic
Education is required to enable boating,fishing,
area,but also make reference to the general topics
and aquatic stewardship to grow and flourish over
of the Workbook where appropriate.
the long term.
EducationVersus Communication Boating,fishing,and stewardship education programs
can focus on short-term outcomes like changing
There is a lot of confusion among agencies,
awareness,knowledge,skills,orattitudesofparticipants.
organizations,andindividualsastowhateducationis
They also can address longer-term impacts such as
and what it is supposed to accomplish.That is,many
changing individual conservation-related practices;
people think of education and communication as
decisions and behavior;or improving societal,
the same thing,when in fact they are very different.
economic,or environmental conditions.These
will be discussed in later chapters of this Workbook.
Manypeoplemistakenlybelievethatsimplydelivering
Whatever the goals of your program,base them
good information to their audience will result in
on the understanding that transfer of information
behaviorchange.Sometimesinformationisdesigned
contributes to education,but usually does not result
to inform and influence consumer behaviors,and
in education.
becomes part of a marketing or promotion strategy.
Intro-3
Introduction
Behavior Changes
The goals of some programs are to increase boating
andfishingparticipationand/ortoincreasestewardship
oftheaquaticresource.Allrequireachangeinpeople’s
behavior to accomplish.Teaching angling,boating,
and/or stewardship skills alone will not necessarily
resultinsomeonemakingfishing,boating,or
stewardship part of his or her life.
Education should not attempt to mold people.
Learners should be involved in setting the learning
agenda,andshouldbetaughthowtomakeinformed,
responsibledecisionsratherthanhowtothinkoract.
Individuals will not,in general,change many
behaviors based on a single workshop or program.
Changes in behavior will be achieved best through
sequential,complementary education efforts,and
mayworkbestwhenlearningoccursinacombination
of formal and non-formal settings.More specific
details are included in Chapter 2,and in the chapters
on boating,fishing,and stewardship education.
Where are the Footnotes and Citations?
This Workbook and associated materials are based on
hundreds of books,reports,research papers,journal
articles,and other sources.Nearly every paragraph
could contain one or more citations from the work
of others.However,to make this document easier to
read and use by practitioners,footnotes and citations
have been omitted from the body of the text.
Original sources of information compiled in this
Workbookcanbeaccessedinthetechnicalpublication:
Defining Best Practices in Boating,Fishing,andAquatic
Resources Stewardship Education (Fedler et al.,2001).
This document is available at www.rbff.org.RBFF
and its partners are deeply indebted to all who made
this compilation possible.
Intro-4
Plan Ahead for Success
If you are planning to implement an A hallmark of effective programs is that they
education program in boating,fishing, determine the program’s purpose before doing
or aquatic resources stewardship,or if anything else.
you are expanding or enhancing an
existing program,this chapter will
BestPractice: Effectiveprogramsarerelevant
provide ideas for making the most
tothemissionoftheagencyororganization
of this opportunity.The things you
sponsoringtheprogram.
do before you contact a single
participant literally can be the
difference between a program
that is effective,engaging,and
exciting,and a program that perhaps Relevance helps justify your program and your
makes you feel good,but does not achieve its funding,prevents the establishment of ineffective
objectives.Thetimeyouspendplanningwillgreatly programs,andhelpsmakeyourprogrammoreefficient
increase your success. andsustainable.Inaddition,ithelpskeepyouontrack
and reminds you and your staff that what you are
This chapter focuses on initial planning efforts,but
doingisimportanttotheentireagencyanditsfuture.
the entire Workbook is essentially about planning.
Programs—even longstanding ones—that follow Howdoyouknowifyou’vehitthemark?Forstarters,
Best Practices continually plan ahead—for the next use your agency or organization mission statement.
year,the next cycle,the next learner. Then look at your agency or organization strategic
plan.Programs that follow Best Practices can show
Table 1 contains a list of Best Practices for program
clearly how their educational programs contribute to
planning.Under ideal circumstances,many of these
the mission and how they help achieve the goals and
would be implemented simultaneously.However,it
objectives in the strategic plan.
is critical that the first two precede the others.There
havebeencaseswhereadministratorsofaquaticresource A fish and wildlife agency may have a broad,general
education programs have selected program tools missionsuchas“conservethestate’saquaticresources
(curricula,materials,instructors,etc.)beforedetermining andproviderecreationalopportunitiesfortheuseand
program purposes (mission,goals,and objectives). enjoyment of present and future generations.” In
such a case,a stewardship program (with or without
Table 1:
BestPracticesforProgramPlanning
EffectiveProgramsUsingBestPracticesinInitialPlanning:
• Arerelevanttothemissionoftheagencyororganization • Planforprogramevaluationintheinitialstagesofplanning.
sponsoringtheprogram. • Relyonexperienced,wellinformed,prepared,andethical
• Clearlydefinethe“EducationalPurpose,”whichincludesthe stafftodevelop,implement,andevaluateprograms.
program’smission,goals,andobjectives,andassuresthat • Provideeducationalopportunitiesthatarefrequentand
allarealignedwitheachother. sustainedovertime.
• Arebasedonandshapedbysomeformofneeds • Involvestakeholdersandpartnershipsatalllevelsof
assessmentand/orlogicmodel. programdevelopment.
• Receiveadequatesupport,resources,andstaffingto • Areinclusiveofallaudiences(accessible/availableto
becomesustainableovertime. anyonewithaninterestinparticipating).
1–1