Program Development – Page 9

Improving Extension Program Development Using Audience Segmentation

Developing an impactful Extension program depends on acquiring a deep understanding of the audience’s specific needs and preferences. Audience segmentation allows an agent to address the variability among Extension clientele, in order to deliver the programming and messages that are most meaningful to an audience/clientele segment. This 5-page fact sheet was written by Paul Monaghan, Laura Warner, Ricky Telg and Tracy Irani, and published by the UF Department of Agricultural Education and Communication, November 2014. (UF/IFAS photo Marisol Amador)
http://edis.ifas.ufl.edu/wc188

Building Impactful Extension Programs by Understanding How People Change

Extension is reported to be one of the world’s most successful change agencies, and the ability to encourage behavior change remains critical to its success. This 7-page fact sheet describes an approach to understanding how Extension audiences move through the process of change as a means of delivering meaningful programming at the most appropriate level. Written by Laura A. Warner, Sebastian Galindo-Gonzalez, and Michael S. Gutter, and published by the UF Department of Agricultural Education and Communication, December 2014. (Photo:iStock/Thinkstock.com)
http://edis.ifas.ufl.edu/wc189

Talking Local series

Extension agents can assist Florida farmers and ranchers in the labeling, sale, and promotion of locally-produced products. This six part series of 3- to 5-page fact sheets provides information about Florida consumers’ perceptions of local food to Extension faculty who are interested in local food programming or who work with local food clientele. Written by Joy N. Rumble and Caroline G. Roper, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/topic_series_talking_local

In this series:

Floridians' Perceptions of GMOs: GMOs and Florida Citrus

Worldwide and in Florida, food-related issues such as food safety, food security, and use of new food technologies continue to be top concerns. Among the food-related issues are concerns about consuming the products from transgenic plants, often referred to as “GMOs.” This 4-page fact sheet is intended to help Extension faculty understand public perceptions regarding the use of genetic engineering to combat citrus greening. Extension faculty can use this understanding of public perceptions as they develop and deliver programming for clientele. Written by Nicole M. W. Dodds, Laura M. Gorham, and Joy N. Rumble, and published by the UF Department of Agricultural Education and Communication, October 2014.
http://edis.ifas.ufl.edu/wc182

Using the Delphi Technique to Achieve Consensus: A Tool for Guiding Extension Programs

The ability to achieve a group consensus may be critical during specific activities throughout an Extension professional’s career. For example, it may be important to identify an advisory committee’s highest priorities or a group of stakeholders’ most important programmatic needs. The Delphi method has been recognized as a suitable alternative to interviews and formal meetings in certain circumstances. This 6-page fact sheet provides an overview of the Delphi method and suggestions for using this technique to support Extension programming. Written by Laura A. Warner, and published by the UF Department of Agricultural Education and Communication, October 2014.
http://edis.ifas.ufl.edu/wc183

Emphasizing the Science, Technology, Engineering, and Math (STEM) in Agricultural Extension

STEM is an acronym for science, technology, engineering, and math. In Extension, our purpose is to share the knowledge or products created through Ag-STEM research and design by universities and government agencies. Finding effective solutions to agricultural issues, especially in urban areas, increasingly involves working with clientele to solve problems jointly. Therefore, emphasizing the connections of STEM to agricultural problems through Ag-Extension programming can help our public audiences comprehend the problem-solving system underlying the content. The goal is to provide public audiences with self-confidence and skills in STEM, preparing them to be more engaged in the problem-solving process for the challenges ahead. This 5-page fact sheet was written by Kathryn A. Stofer, Laura A. Warner, and Steven Arthurs, and published by the UF Department of Agricultural Education and Communication, October 2014. (UF/IFAS photo by Tyler Jones.)
http://edis.ifas.ufl.edu/wc184

The Savvy Survey #12: Telephone Surveys

This publication provides a brief overview of how to develop and conduct a telephone survey to collect data. It assumed that a list of phone numbers, such as program registration lists, is available for conducting program evaluations or assessing needs. When volunteers or staff assist with the survey by interviewing respondents, this data collection method can be economical and effective. Careful attention is needed when developing the questionnaire and supporting materials and when orienting interviewers in order to obtain credible survey data. In the right situation, telephone surveys can be a valuable tool for Extension agents and specialists. This 7-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 2014.
http://edis.ifas.ufl.edu/pd076

Floridians' Perceptions of Invasive Species

Invasive species are a serious threat in Florida. Invasive species are defined as non-native or exotic organisms, which cause ecological or economic harm or negatively affect human health in a new environment where they are not historically found. This 5-page fact sheet summarizes Florida residents’ perceptions, concerns, and knowledge about invasive species. This information will equip Extension faculty to more effectively communicate and educate clientele on this topic. Written by Nicole M. W. Dodds, Mary Hannah Miller, and Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, October 2014.
http://edis.ifas.ufl.edu/wc186

Extension Professionals: Anticipating and Solving Common Challenges in Planning and Delivering Educational Programs

The work of an Extension agent demands much more than just subject knowledge. An Extension career is exciting because no two days are the same. With that comes a variety of unexpected challenges. The delivery of programs to diverse clienteles is, in itself, a skill and something that Extension agents improve over time. This article summarizes some common problems associated with delivering Extension programs and to recommend solutions. This 5-page fact sheet was written by Laura A. Warner and Kathryn A. Stofer, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/wc178

Eye-Tracking Methodology and Applications in Consumer Research

Eye-tracking technology is a means of exploring the relationship between visual attention and consumer behavior. In the past, eye-tracking technology has been used to conduct research on consumer decision-making, marketing, and advertising. This 5-page fact sheet serves as an introduction to eye-tracking technology and methodology. Written by Hayk Khachatryan and Alicia L. Rihn, and published by the UF Department of Food and Resource Economics, July 2014.
http://edis.ifas.ufl.edu/fe947

Increasing Efficiency in Extension Using the Train-the-Trainer Approach

Extension has adapted to today’s financial realities through a number of strategies, including increased reliance on partnerships. One strategy that expands the reach of an Extension agent and capitalizes on partners is the “train-the-trainer” approach.This 4-page fact sheet describes the train-the-trainer approach as it applies to Extension programming, provides contextual examples from within and beyond UF/IFAS Extension, and offers best management practices. Written by Laura A. Warner, Amy Harder, Tom Wichman, and Frank Dowdle, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/wc170

Engaging Consumers in At-Home Water Conservation: A Guide for Extension

With a growing urban population and increased demands on water for recreational and agricultural purposes, Florida will have to identify a solution to its water quality and quantity issues. Although all Florida residents will play a part in conserving water in the future, the ability of Extension faculty to work with consumers and encourage new water conservation behaviors at home will be vital. This 4-page fact sheet provides information to Extension faculty about the water conservation behaviors in which Florida residents currently engage, water conservation product ownership, and public interest in water-related topics. Written by Caroline G. Roper and Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/wc169

Attribution Theory: How is it Used?

Attribution theory is defined as the way that individuals envision the success or failure of their own behavior or the behavior of others. This 4-page fact sheet explains how instructors, whether formal or informal, can use this theory in their learning environment to enhance their learners’ knowledge and comprehension. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/wc162

Adaptation Approaches to Sea-Level Rise in Florida

There is consensus among the scientific community that climate change is occurring and will have far-reaching effects on our global ecosystems and human systems. In Florida, adaptation to climate change is occurring in both natural and human systems. As coastal communities prepare for sea-level rise, they can use several strategies to integrate natural adaptation processes into their planning processes. By taking a proactive approach to adaptation rather than a reactive one, communities will be able to better protect the resources upon which they depend. This 4-page fact sheet was written by Ondine Wells, Whitney Gray, and Paul Monaghan, and published by the UF Department of Agricultural Education and Communication, July 2014.
http://edis.ifas.ufl.edu/wc171

Extension and the Environment: Understanding Florida Residents' Perceptions of Environmental Water-Related Topics

By understanding Florida residents’ perceptions of water quality and quantity issues, Extension faculty can better communicate with them about water quantity and quality issues. This 4-page fact sheet explores Florida residents’ perceptions of water topics related to environmental issues. Written by Caroline G. Roper and Alexa J. Lamm, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/wc167

The Savvy Survey #17: Reporting Survey Findings

Wrapping up the Savvy Survey Series, this fact sheet is the last of three publications that outline procedures to follow after implementing a survey. With the surveys in, data collected, and analyses conducted, the next logical step deals with communicating the results. Through communication, ideas and thoughts are shared with others in a manner that will be easily understood. In Extension, some common communication channels include the annual Report of Accomplishment (ROA), grant project reports, abstracts, and oral presentations. This 5-page fact sheet was written by Milton G. Newberry, III, Jessica L. Gouldthorpe, and Glenn D. Israel, and published by the UF Department of Agricultural Education and Communication, September 2014.
http://edis.ifas.ufl.edu/pd081

Setting Goals to Promote Academic and Personal Achievement

Learners begin to envision their futures in both academic and personal settings even as children. The future that we develop motivates us to engage in learning environments, work experiences, and social encounters/settings. As instructors, we have the opportunity to help learners develop academic and personal goals that will develop and shape their future. This 3-page fact sheet assists instructors in developing their knowledge of goal theory, thereby allowing them to assist learners in utilizing their personal and academic goals to develop goal-directed achievement behaviors. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, 2014.
http://edis.ifas.ufl.edu/wc166

The Savvy Survey #16: Data Analysis and Survey Results

Continuing the Savvy Survey Series, this fact sheet is one of three focused on working with your survey data. In its most raw form, the data collected from surveys do not tell much of a story except who completed the survey, partially completed it, or did not respond at all. To truly interpret the data, it must be analyzed. Where does one begin the data analysis process? What computer program(s) can be used to analyze data? How should the data be analyzed? This publication serves to answer these questions. This 7-page fact sheet was written by Milton G. Newberry, III, Jessica L. Gouldthorpe, and Glenn D. Israel, and published by the UF Department of Agricultural Education and Communication, August 2014.
http://edis.ifas.ufl.edu/pd080

The Savvy Survey #15: Survey Responses and Data Entry

This publication discusses the procedures for entering paper-based survey responses into an electronic database and preparing (or “cleaning”) all data, regardless of mode, for analysis. It also addresses data entry considerations for closed-ended questions (with response choices), partially-closed questions, and open-ended questions, since the types of questions used in the survey will also impact the data entry process.This 5-page fact sheet was written by Milton G. Newberry, III, Jessica L. Gouldthorpe, and Glenn D. Israel, and published by the UF Department of Agricultural Education and Communication, August 2014.
http://edis.ifas.ufl.edu/pd079

Visualizing Spatially Based Data for Various Stakeholder Audiences

The work of Extension professionals is often to translate complex research findings into practical recommendations. One of the tools used for communicating with Extension audiences is visual representation of data. These visualizations include graphs, charts, and data overlaid onto maps. Just as text and words must be thoughtfully prepared for broad understanding, images should be adapted from the forms used with highly knowledgeable audiences. This 6-page fact sheet summarizes research in science communication and education that offers strategic ways for communicators to revise data visualizations for broad meaning-making. Written by Kathryn Stofer, and published by the UF Department of Agricultural Education and Communication, May 2014.
http://edis.ifas.ufl.edu/wc163