Needs and assets assessments are a key task for Extension agents because they aid the development and delivery of research-based programs that address local needs. The purpose of this article is to describe the process of identifying key leaders to support an Extension agent’s needs assessment activities through interviews. This 4-page fact sheet was written by Laura A. (Sanagorski) Warner and Sebastian Galindo-Gonzalez, and published by the UF Department of Agricultural Education and Communication, May 2014.
http://edis.ifas.ufl.edu/wc164
Category: Program Development
Communicating with Extension Clients about Water
As the U.S. and Florida populations continue to increase and the demand for fresh, clean water rises, water quality and quantity issues will become increasingly important. Extension faculty should understand public opinion surrounding water issues and identify the information that needs to be communicated to the public about water issues, as well as the best mode for this communication. This EDIS publication will provide an overview of how to communicate with Florida residents about water, including information about their preferred communication method and what topics surrounding water Florida residents find of interest. This publication will better equip Extension faculty to discuss water quantity and quality issues with Florida residents. This 4-page fact sheet was written by Caroline G. Roper and Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, June 2014.
http://edis.ifas.ufl.edu/wc165
Socio-Demographic Characteristics and Concerns about Water Quality Issues of Master Gardener Program Volunteers
To respond to residents’ informational needs, the Cooperative Extension Service offers a variety of volunteer training and certification programs. Who participates in such programs? What types of audiences are being reached? Do such programs increase knowledge and change behavior of the volunteers? In this article, we attempt to answer these questions by summarizing existing studies and using responses to a regional public survey, and by focusing on the Master Gardener program and surface water quality issues as examples. This 7-page fact sheet was written by Tatiana Borisova, Michael Smolen, Maria Pilar Useche, Jon Calabria, Nickola Sochacka, Damian Adams, Diane Boellstorff, Jason Evans, and Robert Mahler, and published by the UF Department of Food and Resource Economics, May 2014.
http://edis.ifas.ufl.edu/fe942
Grant Writing: Tips and Advice for New Writers
While grant writing is a highly useful and potentially lucrative skill, it can also be a challenge to learn how to successfully write grants. Moving through the entire process of creating and harnessing a new idea to building a collaborative team, and making sure the proposal itself is high quality and includes all the important pieces can be daunting for new grant writers. This 5-page fact sheet shares tips and walks you through the process of writing a collaborative grant by helping illuminate how to manage the idea creation, team building, and proposal writing stages of your grant writing experience. Written by Erica Odera, Sebastian Galindo-Gonzalez, Amy Harder, Glenn D. Israel, and Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, May 2014.
http://edis.ifas.ufl.edu/wc161
The Savvy Survey Series
This month in this seventeen publication series based on Tailored Design Survey Methodology, we offer:
- #6a: General Guidelines for Writing Questionnaire Items
- #6b: Constructing Open-Ended Items for a Questionnaire
- #6c: Constructing Closed-Ended Items for a Questionnaire
- #14: Mixed Mode Surveys
These fact sheets are Glenn D. Israel and Jessica L. Gouldthorpe, and published by the UF Department of Agricultural Education and Communication, April 2014.
http://edis.ifas.ufl.edu/topic_series_savvy_survey
Maslow's Hierarchy of Needs and Its Relation to Learning and Achievement
Learners in courses or training can be preoccupied. They worry about other courses, their home life, friends, extracurricular activities, physiological needs like food and sleep, and the list goes on. When learners are preoccupied with these concerns, learning and achievement are regularly put on the back burner. So how do we get our learners to focus on learning? Instructors can help learners satisfy needs, so the focus can be on content, learning, and achievement. This 3-page fact sheet was written by Sarah E. Burleson and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, April 2014.
http://edis.ifas.ufl.edu/wc159
Using Social Norms to Increase Behavior Change in Sustainable Landscaping
When Extension agents work to encourage behavioral changes in their community through educational programming, they may already be using some elements of social marketing. Extension educators can use an understanding of their clients’ reservations and inclinations toward a behavior, or their benefits and barriers, to develop strategies that encourage behavior change. Common strategies include prompts and reminders, incentives, and changing social norms. These strategies may be piloted on a small scale, modified if necessary, and then implemented on a large scale and further evaluated. This publication’s purpose is to describe the use of social norms as a social marketing strategy and make recommendations for applying social norms as a tool in Extension programming. This 5-page fact sheet was written by Laura Sanagorski and Paul Monaghan , and published by the UF Department of Agricultural Education and Communication, February 2014.
http://edis.ifas.ufl.edu/wc158
The Savvy Survey #11: Mail-Based Surveys
As part of the Savvy Survey Series, this publication provides Extension faculty with an overview of the process that uses mail for sending and receiving questionnaires. Mail surveys can be an effective way to collect data for needs assessments in program planning or for follow-up surveys evaluating outcomes of Extension programs. Survey research consistently shows that mail surveys usually obtain as high or higher response rates than other methods. This fact sheet provides guidance for constructing the questionnaire, addressing visual design and formatting considerations, and implementing the survey. Extension faculty who incorporate best practices of questionnaire design and mail survey procedures will be able to achieve a high response rate and collect more useful data than those who don’t use these best practices. This 9-page fact sheet was written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the UF Department of Agricultural Education and Communication, October 2013.
http://edis.ifas.ufl.edu/pd071
Working in Groups: Facilitating Positive Group Interactions
Working together in groups can be a great experience or one filled with stress and anxiety. The goal of facilitating positive group interaction is for every group member to contribute in a more positive and productive manner. This article will review several methods that can facilitate positive group interactions, which will also enhance communication and overall group work. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, October 2013.
http://edis.ifas.ufl.edu/fy1377
Mapping Your World with Community Analyst: An Easy to Use Tool to Map the Characteristics of U.S. Communities
In recent years, the number of mapping and geospatial tools that are both feature-rich and easy to use has increased. This is good news because it allows many more of us to capitalize on the power and unique insights that such tools can provide without having to spend inordinate amounts of time learning how to use them. This article presents Community Analyst, a web application that provides access to thousands of business, demographic, economic, education, and health data variables for the United States. The application’s extensive suite of data metrics, in conjunction with on-demand reports and interactive color-coded maps, allows one to quickly explore the characteristics of one or more geographic areas. This 9-page fact sheet was written by Robert Swett and Lisa Krimsky, and published by the UF Department of School of Forest Resources and Conservation, October 2014.
http://edis.ifas.ufl.edu/fr383
The Savvy Survey #3: Successful Sampling
As part of the Savvy Survey series, this publication provides Extension faculty with an overview of topics to consider when thinking about who should be surveyed. Topics in this publication include understanding the survey population, constructing the sampling frame, recognizing who exists outside the population of interest, and defining the sample. This 5-page fact sheet also provides insight on issues such as over-coverage and error that can arise because of poor sampling procedures. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the UF Department of Agricultural Education and Communication, October 2013.
http://edis.ifas.ufl.edu/pd063
The Savvy Survey #4: Details in the Design
As part of the Savvy Survey Series, this publication provides an overview of important facets of the survey process. Topics covered include modes for collecting responses, strategies for contacting clients and personalizing contacts, and tips for using incentives. The ability of a survey to gather accurate and useful information for assessing program needs or evaluating program outcomes is greatly influenced by the survey’s design. Careful attention to detail is essential. This 4-page fact sheet was written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the UF Department of Agricultural Education and Communication, October 2013.
http://edis.ifas.ufl.edu/pd064
Working in Groups: The Importance of Communication in Developing Trust and Cooperation
Working together in groups can be a great experience or one filled with stress and anxiety. The success of group work depends largely on the trust developed among group members and the respect they show each other. When an individual has had a positive experience in a group, he/she is more likely to take risks, ask questions, and share ideas that will benefit the total group. This 3-page fact sheet was written by Bryan D. Terry, and published by the UF Department of Family Youth and Community Sciences, August 2013.
http://edis.ifas.ufl.edu/fy1378
Using Audience Commitment to Increase Behavior Changes in Sustainable Landscaping
Participants in an Extension rain barrel workshop who said they would inspect their irrigation systems might begin to see themselves as people who use water wisely. Their perception of themselves as conservationists is strengthened with each new action. That makes them more likely to agree to an action that leads to an even bigger water savings. Research has shown that commitments can increase the percentage of people who will adopt a new behavior and give up an old one. This 4-page fact sheet was written by Laura A. Sanagorski and Paul Monaghan, and published by the UF Department of Agricultural Education and Communication, September 2013.
http://edis.ifas.ufl.edu/wc154
The Savvy Survey #2: Using Surveys in Everyday Extension Programming
This second publication in the Savvy Survey Series provides Extension faculty with additional information about using surveys in their everyday Extension programming. The publication suggests how surveys can be used in needs and assets assessments to inform program development, as formative and summative evaluations to support program improvement, and as customer service tools to capture satisfaction within programming efforts. This publication also introduces the concept of using logic models to guide questionnaire development, while also discussing general data types (demographics, factual information, attitudes and opinions, behaviors and events). This 5-page fact sheet was written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the UF Department of Agricultural Education and Communication, October 2013.
http://edis.ifas.ufl.edu/pd062
Incorporating Individual Teachings (aka Individual Contact Teaching Methods) into a Sustainable Landscaping Extension Plan of Work and Report of Accomplishment
Many horticultural Extension professionals conduct numerous consulting phone calls, send e-mails, visit offices, conduct research, and visit landscapes to solve horticultural problems and concerns. Although many Extension faculty members are initially unaware that they are educating clients when providing these services, these activities shouldbe considered major educational methods. The activities should also be planned by Extension faculty and reported in an Extension plan of work and in their annual report of accomplishments. When planned thoughtfully, communicated clearly, and evaluated appropriately, these methods of individual contact teaching can become a substantial part of an Extension program. This 4-page fact sheet was written by Laura Sanagorski, and published by the UF Department of Agricultural Education and Communication, November 2013.
http://edis.ifas.ufl.edu/wc157
Repackaging as a Strategy to Increase Efficiency in Extension Programs
Repackaging is a way to reuse the research and writing one has done on a particular topic by formatting it in multiple formats for several audiences. It can be used as a strategy to reach a greater variety of audiences with fewer resources. This 3-page fact sheet was written by Laura A. Sanagorski, and published by the UF Department of Agricultural Education and Communication, October 2013.
http://edis.ifas.ufl.edu/wc155
Improving Behavioral Outcomes in Extension Using the Tools of Community-Based Social Marketing (CBSM)
There is increasing evidence that, with the right approach, people can be encouraged to change. From recycling, composting, and picking up pet waste to saving water, the public is adopting new behaviors and giving up old ones. The tools to do this can be found in Community Based Social Marketing (CBSM). This 6-page fact sheet was written by Paul Monaghan and Martha Monroe, and published by the UF Department of Agricultural Education and Communication, September 2013.
http://edis.ifas.ufl.edu/wc149
Inclusion of Diverse Learners in the Educational System
Every student in the United States has the right to an education. But not every student is ready, prepared, or willing to learn. Teachers trying to fully engage students in the learning environment can find it difficult when working with students from diverse backgrounds. Forms of diversity such as socioeconomic status, ethnicity/race, learning style, cognitive ability, gender, and ability to process and store knowledge can cause an “achievement gap” between students. This 4-page fact sheet highlights effective educational strategies for engaging students in the learning environment and assisting in closing achievement gaps. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, July 2013.
http://edis.ifas.ufl.edu/wc150
Persuasion as a Communication Tool
Think about a time when you wanted your parents to do something for you, such as buy you a special birthday gift, let you stay up late, or go out with your friends. Your attempts at persuasion probably focused on communicating specific reasons why your parents should take the action you wanted. Persuasion is a communication tool that can be adjusted to convince a single person, or to move an entire audience to a desired action. In this publication you will learn several techniques for persuasive communication. This 2-page fact sheet was written by Laura Gorham, Ricky Telg, and Tracy Irani, and published by the UF Department of Agricultural Education and Communication, July 2013.
http://edis.ifas.ufl.edu/wc144