The Kellogg Farmers Study Program established agricultural leadership programs in 1965. Today these programs, which are part of the International
Association of Programs for Agricultural Leadership, are used around the world to develop leaders for “continued or future service to their
community—rural, agricultural, or otherwise.” This 3-page fact sheet was written by Hannah Carter and Avery Culbertson, and published by the UF Department of Agricultural Education and Communication, October 2012.
http://edis.ifas.ufl.edu/wc121
Category: Program Development
The Wedgworth Leadership Institute for Agriculture and Natural Resources (WC120)
The Wedgworth Leadership Institute for Agriculture and Natural Resources (WLIANR) develops and refines the leadership capabilities of leaders involved in Florida agriculture and natural resources. These leaders are prepared to become increasingly involved in forming policies that affect the future of Florida agriculture and natural resources in a direct or indirect manner. This 2-page fact sheet was written by Hannah Carter and Rochelle Strickland, and published by the UF Department of Agricultural Education and Communication, October 2012.
http://edis.ifas.ufl.edu/wc120
Instructional Methods for Distance Education (AEC345/WC026)
Much of the time, teaching with distance education technologies is a matter of adapting the teaching styles and instructional methods teachers have been using for years in the traditional classroom. This 5-page fact sheet applies basic teaching principles to distance education technologies. Written by Ricky W. Telg, and published by the UF Department of Agricultural Education and Communication, September 2012.
http://edis.ifas.ufl.edu/wc026
Design Considerations for a Florida-Friendly Demonstration Landscape: A Case Study for Student and Extension Volunteer Involvement (ENH1199/EP460)
Landscape design students in the Environmental Horticulture Department at the University of Florida participated in the planning and design of the landscape for a new professional development center on the university campus. Such large-scale projects provide a unique experiential learning activity for students and volunteers in landscape design and horticulture programs. This 6-page fact sheet was written by Gail Hansen and Brian Niemann, and published by the UF Department of Environmental Horticulture, August 2012.
http://edis.ifas.ufl.edu/ep460
Ethical Issues in Building and Maintaining Coalitions: A 10-Step Decision-Making Model for Choosing between Right and Right (FCS9203/FY664)
Coalitions form in communities to address complex issues and to take advantage of the resources and expertise of diverse people and groups. Sometimes coalitions may face difficult ethical dilemmas, and it helps for all members of the coalition to be aware of these issues. Learn about the 10-Step Decision-Making Model to use when making ethical decisions. This 8-page fact sheet was written by Martie Gillen, Carolyn S. Wilken, and Katey Walker, and published by the UF Department of Family, Youth, and Community Sciences, August 2012. http://edis.ifas.ufl.edu/fy664
The Basics of Educational Podcasting: Enhancing the Student Learning Experience (MB004)
Podcasting has become a well-known way to communicate in the digital age. Many educators are finding ways to use podcasts in the classroom as a learning tool. This document covers the basic equipment, software, and techniques of podcasting, as well as ways to use podcasts in the classroom, with an in-depth example from the University of Florida. This 6-page fact sheet was written by Jamie S. Foster, Jennifer Larmore, and Stephanie A. Havemann, and published by the UF Department of Microbiology and Cell Science, July 2012.
http://edis.ifas.ufl.edu/mb004
Brochures and Newsletters (WC131)
Brochures are small, usually folded documents used to inform, educate, or persuade the reader. They are commonly used to promote organizations, products, or events. Brochures attract attention through eye-catching design. Brochures must contain clear, concise, focused writing because they are so short. When writing and designing a brochure, incorporating these recommendations can contribute greatly to your document’s overall effect. This 4-page fact sheet was written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June2012.
http://edis.ifas.ufl.edu/wc131
Graphic File Formats (WC130)
When designing documents, you have to be aware of the different types of images you may receive. This 2-page fact sheet provides an overview of raster graphics and vector graphics. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc130
Elements of Document Design (WC129)
Where the principles of document design provide considerations for overall document layout, the elements of document design focus on these specific visual elements that make up the visual content of the document: text and typefaces, visuals, graphics, color, and white space. This 4-page fact sheet was written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012. http://edis.ifas.ufl.edu/wc129
Principles of Document Design (WC128)
Good design does not call attention to itself, but good designers use the principles of document design to make sure their layouts look pleasing and attractive. The principles of document design are balance, proportion, order, contrast, similarity, and unity. This 3-page fact sheet was written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc128
Document Design (WC127)
Document design is the process of choosing how to present all of the basic document elements so your document’s message is clear and effective. When a document is well designed, readers understand the information more quickly and easily. Readers feel more positive about the topic and more accepting of its message. This 3-page fact sheet was written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc127
Video Editing (WC126)
Editing a video is a creative process where you put all the various parts together into one comprehensive program. Video editing software programs allow you to make changes easily. This 2-page fact sheet introduces the concept of video editing. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc126
Video Equipment and Video Shot Composition (WC125)
You should become as familiar as possible with the video camera you plan to use and how best to use it in creating effective video shots. For a basic video shoot, the minimum equipment requirements are a video camera, a microphone, a light source, and a tripod. Composition refers to the types of video shots you will shoot. This 5-page fact sheet provides an overview of equipment and composition techniques. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc125
Scriptwriting (WC124)
For video productions, not only does the script have to read well for the eye, but it also has to sound good for the ear. This 3-page fact sheet provides an overview of good scriptwriting techniques. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc124
Video Production: Getting Started (WC123)
Today, just about anyone can post videos on the Web so that friends and family can see them, capture news events and distribute them online to television stations or networks that have websites, or shoot video “in the field” and bring the “field” back to the classroom. This 2-page fact sheet has information for novice video producers about developing video productions. Written by Ricky Telg, and published by the UF Department of Agricultural Education and Communication, June 2012.
http://edis.ifas.ufl.edu/wc123
Get SMART: Improve Your Extension Objectives (FCS6018/FY1327)
“SMART Objectives” assist educators and program planners in developing strong objectives that are Specific, Measurable, Achievable, Relevant and Time-bound. This 3-page fact sheet was written by David C. Diehl and Sebastian Galindo-Gonzalez, and published by the UF Department of Family Youth and Community Sciences, June 2012.
http://edis.ifas.ufl.edu/fy1327
Lessons Learned from Evaluations of Citizen Science Programs (FOR291/FR359)
Extension agents with an interest in increasing the scientific and environmental awareness of their constituents may find an answer through a form of participatory scientific research known as citizen science. Citizen science uses volunteers of all ages, professions, backgrounds, and skills — often across broad geographic areas — to engage non-scientists in a variety of tasks, but most commonly data collection. This 5-page fact sheet informs potential citizen science practitioners of recent evaluations of citizen science programs. Looking closely at identifying appropriate tasks for volunteers, assessing data validity, and evaluating changes in volunteers’ knowledge and attitudes can help organizers avoid common pitfalls and develop citizen science programs most likely to succeed. Written by Luke Gommerman and Martha C. Monroe, and published by the UF Department of School of Forest Resources and Conservation, May 2012.
http://edis.ifas.ufl.edu/fr359
What Is a Healthy Forest? A Supplement to Florida Project Learning Tree (FOR286/FR354)
There is no question that forests provide important ecological services and economic resources to Floridians. Similarly, there is no doubt that the health of our forests is at the mercy of how we manage our landscape and make decisions.The activities in this supplement, with the original PLT Guide, help our students rise to these twin challenges.This 84-page handbook was written by Sarah L. Hicks, Martha C. Monroe, Geetha S. Iyer, and Jason A. Smith, and published by the UF Department of School of Forest Resources and Conservation, July 2011.
http://edis.ifas.ufl.edu/fr354
Creating Work and Family Balance: Workshop Evaluation (FCS2310/FY1272)
Workshop presenters: the evaluation instrument described in this article provides a simple and streamlined way to conduct a useful evaluation and solicit feedback for program refinement. It was designed to accompany a Florida Cooperative Extension Service workshop, Creating Work and Family Balance. This publication provides support for professionals who are delivering this workshop or workshops with similar objectives. The purposes of the evaluation are to generate information that can be used for program improvement and for reporting impacts in the annual reporting system of Cooperative Extension. This 5-page fact sheet was written by David C. Diehl, Suzanna Smith, Betsy Crisp, Karen S. Headlee, and published by the UF Department of Family Youth and Community Sciences, December 2011.
http://edis.ifas.ufl.edu/fy1272
Using Secondary Data to Build Strong Extension Programs (PEOD10/PD010)
In planning extension programming, collecting and analyzing information about client needs can be expensive and time consuming. This 4-page fact sheet describes the benefits and limitations of using secondary data, how to evaluate it, and ways to locate quality secondary data. Written by Cheri Winton Brodeur, Glenn D. Israel, and Diane D. Craig, and published by the UF Department of Agricultural Education and Communication, October 2011.
http://edis.ifas.ufl.edu/pd010