1. Shoreland Revegetation Workshops Promote Environmental Stewardship

2. Shoreland Revegetation Workshop Series Design

3. Planning

4. Planting

5. Target Audience  shoreland property owners  Master Gardeners  lake associations  local units of government  natural resource professionals  nursery and landscape industry professionals  realtors  people interested in practicing or promoting shoreland stewardship.

6. Major and Minor Variables Involved in Environmental Citizenship Behavior (Hungerford and Volk, 1990) Entry-level variables Ownership variables Empowerment variables CITIZENSHIPBEHAVIORCITIZENSHIPBEHAVIOR Major variableMajor variables Environmental sensitivity In-depth knowledge about issues Knowledge of and skill in using environmental action strategies Personal investment in issues and the environment Locus of control (expectancy of reinforcement) Intention to act Minor variable Knowledge of ecology Knowledge of the consequences of behavior – both positive and negative In-depth knowledge about issues Androgyny A personal commitment to issue resolution Attitudes toward pollution, technology, and economics

7. 1. Teach environmentally significant ecological concepts and the environmental interrelationships that exist within these concepts; 2. Provide carefully designed and in-depth opportunities for learners to achieve some level of environmental sensitivity that will promote a desire to behave in appropriate ways; 3. Provide a curriculum that will result in an in-depth knowledge of issues; 4. Provide a curriculum that will teach learners the skills of issue analysis and investigation as well as provide the time needed for the application of these skills; 5. Provide an instructional setting that increases learner’s expectancy of reinforcement for acting in a responsible way; i.e., attempt to develop an internal locus of control in learners. 6. Provide a curriculum that will teach learners the citizenship skills needed for issue remediation as well as the time need for the application of these skills; and Critical Education Components (Hungerford and Volk, 1990)

8. Comparison of Educational Components that Affect Behavioral Change Hungerford & Volk Model Essential Best Education Practices Shoreland Revegetation Workshop SeriesResults Ecological concepts  Knowledge of environmental processes and systems  Systems and interdependence are characteristics of the biological and natural order  Plant ecology  Water cycle  Nutrient cycle  Disturbance ecology Knowledge of environmental concepts: 85% indicated positive change

9. Comparison of Educational Components that Affect Behavioral Change Hungerford & Volk Model Essential Best Education Practices Shoreland Revegetation Workshop SeriesResults Environmental sensitivity  Learner connections to immediate surroundings provide an immediate base for understanding larger systems, broader issues, causes and consequences  Real life examples of human activity and their ecological impacts Environmental sensitivity: 85% indicated positive change

10. Comparison of Educational Components that Affect Behavioral Change Hungerford & Volk Model Essential Best Education Practices Shoreland Revegetation Workshop SeriesResults In-depth knowledge of issues  Skills for understanding and addressing environmental issues  Natural sciences, social sciences, and humanities disciplines contribute to understanding of the environment and environmental issues  Ecological, political and social aspects of land and water use  Current research of land use and water quality In-depth knowledge: 92 – 98% indicated positive change

11. Comparison of Educational Components that Affect Behavioral Change (continued) Hungerford & Volk Model Essential Best Education Practices Shoreland Revegetation Workshop SeriesResults Issue analysis and investigation  Questioning and analysis skills  Site analysis, discussion of alternative solutions and development of a landscape design  Provide additional resources (professional contacts and materials/info lists) Skill of issue analysis and investigation: 87 – 98% indicated positive change

12. Comparison of Educational Components that Affect Behavioral Change (continued) Hungerford & Volk Model Essential Best Education Practices Shoreland Revegetation Workshop SeriesResults Locus of control  Small group, jargon, challenges and problem solving  Large group reinforcement through presentations  Group discussions of issues, impacts and solutions using real life examples  Empowerment through hands-on design and planting experience Positive experience translates into future action (locus of control): 61 – 77% indicated positive change

13. Comparison of Educational Components that Affect Behavioral Change (continued) Hungerford & Volk Model Essential Best Education Practices Shoreland Revegetation Workshop SeriesResults Citizenship skills  Personal and civic responsibility  Identify environmental and social issue and potential avenues for action  Group problem solving and role playing with presentation experience Citizenship skills result in citizenship involvement: 61 – 77% indicated positive change

14. Take home messages  Information alone does not change behavior  Incorporate into curricula ecological concepts ecological concepts environmental sensitivity environmental sensitivity in-depth knowledge of issues in-depth knowledge of issues issue analysis and investigation issue analysis and investigation locus of control locus of control citizenship skills citizenship skills  Provide ongoing reinforcement through a variety of venues

15. Eleanor Burkett Regional Extension Educator University of Minnesota Extension Service, Brainerd burke044@umn.edu Mary Blickenderfer Regional Extension Educator University of Minnesota Extension Service, Grand Rapids blick002@umn.edu