Cooperative Extension Program Design, Implementation & Evaluation
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Transcript of Cooperative Extension Program Design, Implementation & Evaluation
Becoming A StewardProgram Design,
Implementation and Evaluation
Eric StormerVirginia Cooperative ExtensionVCE - Norfolk
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MORRILL LAND GRANT ACTS1860 – 1890
Sen. Justin Morrill (VT)
COOPERATIVE EXTENSIONSMITH-LEVER ACT (1914)
Rep. Francis Lever (SC)Sen. Michael Smith (GA)
“Do not go where the path may lead,go instead where there is no path and leave a trail.” Ralph Waldo Emerson
COOPERATIVE EXTENSIONSMITH-LEVER ACT (1914)
Virginia Cooperative Extension is an educational outreach program of Virginia’s land-grant universities:
Virginia Cooperative Extension enables people to improve their
lives through an educational process that uses scientific
knowledge focused on issues and needs.
VIRGINIA COOPERATIVE EXTENSION MISSION
Programming (Curriculum) Areas
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The Agent’s Role(s)
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Programming Process
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“Would you tell me, please, which way I ought to go from here?”
“That depends a good deal on where you want to get to.”…
(Alice in Wonderland, Chapter VI, P64; Carrroll, 1960)
VCE Programming Process
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SituationAnalysis
Working with Stakeholders
Educational Program Design
& Implementation
Program EvaluationAnd
Reporting
Programming Process
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Types of Education
1. Formal Education
2. Non-formal Education
3. Informal Education
Which one does VCE esteem most?
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Formal Education
Instruction with pre-determined learning objectives and goals. Generally takes place in a formal classroom environment, over an extended period of time, as part of a larger curriculum.
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Non-formal Education
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May or may not occur in a formal (classroom) learning environment. Typically involves workshops, community courses, conference style seminars.
Is not recognized within a larger curriculum or syllabus framework.
Attributes Educational Systems
Formal Education
• Compulsory• Curriculum-based• Teacher-Directed• Set Times• Ages 5- 18• Classrooms• Learning Assessments
Non-Formal Education
• Voluntary• Personal Interest• Self-Directed• All ages; lifelong learning• Ubiquitous• No tests or grades
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Informal Education
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1. Assess what’s going on.
2.Engage in conversation.
3.Raise questions.
4.Considers those questions in relationship to what helps humans flourish.
5. Develop a response.
SITUATION ANALYSIS
NEEDS ASSESSMENT
TARGET AUDIENCES
LESSON CONTENT
• Lesson Plan Procedure
• Instructor’s Component
• Learner Activities
• Learning Assessments
EXPERIENCES
EXPERIENCES
Fundraising/Solicitation
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ENVIRONMENTAL HORTICULTURE
• Floriculture and Nursery Management
• Turf Grass
• Landscape Management
• Home Gardening/Urban Horticulture
That “branch of horticulture that deals with the production of plants for ornamental use in constructed environments, both indoors and outdoors.”
URBAN HORTICULTURE/ HOME GARDENING
LANDSCAPE MANAGEMENT
SUSTAINABLE LANDSCAPES
HABITAT CONSERVATION
GARDENING
WATER CONSERVATION
PROGRAMMING, ETC.
PROGRAMMING, ETC.
COMMUNITY PARTNERSHIPS
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COMMUNITY PARTNERSHIPS
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Goals: statements about general aims or purposes of education, that are broad, long-range intended outcomes and concepts; e.g., “clear communication”, problem-solving skills”.
Objectives: brief, clear statements that describe desired learning specific outcomes of instruction; i.e., skills, values and attitudes students should exhibit, that reflect broader goals.
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Setting Goals and Objectives
Setting Goals – Some Questions
• What do you want to see happen?• Who will be changed?• In what time frame will this change occur?• How will this change be maintained?• Are the desired conditions measurable?• Are your goals realistic?
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Types of Objectives
• Cognitive – what you want learners to know
• Affective – what you want learners to care or think about
• Behavioral – what you want learners to be able to do
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Learning Outcomes
• Statements that describe significant what learners will know and be able to do at the end of a program.
• Describe knowledge gains, skill gains, values acquisition.
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Objectives vs. Outcomes• Objectives describe intended results and/or
consequences; what students are expected to demonstrate at the end of instruction (learning indicators)
• Outcomes constitute achieved results and/or consequences; describe what the student should learn (describe desired behaviors which result from new knowledge, skills and abilities)
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Outcomes
• Are aligned with VCE’s mission, vision, values and goals
• Clearly describe and define expected abilities, knowledge, values and attitudes of participants
• Allow for accurate and reliable data to be collected
• Are clearly written, simply stated
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Outcomes
• Allow for more than one measurement method to be used
• Can be used to identify areas to improve• Use action verbs to specify definite,
observable behaviors• Describe student behaviors• Describe learning outcomes
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PROGRAM OBJECTIVES
Program Delivery MethodsIndividual Contact
• Office visits• Home visits• Personal letter• Telephone call
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Program Delivery MethodsMass Media
• Publications• Newsletters• Newspaper • Radio• Television• Social Media
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Program Delivery MethodsGroup Contact
• Clinic• Workshop• Short Course• Seminar• Contests• Field Trip/Tour• Demonstrations• Exhibits
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Sustainable Landscape Management (SLM) Educational Programming Levels
• Developed by Cooperative Extension to help VCE-MGs understand the varying levels of commitment which will allow them to initiate a program.
• Helps VCE-MGs achieve results that they can be proud of, and that are meaningful to others.
• Programming at each level is independent of programming at other levels, but is not mutually exclusive
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SLM Educational ProgrammingLevel 1 – Creating Awareness through information dissemination
• Most basic level• Reactive approach• Goal is to raise awareness of issue(s)• Responds to individual’s needs• Least amount of energy, time, planning, and
effort required• Often takes the form of an informal
educational effort52
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SLM Educational ProgrammingLevel 1 – Reactive Dissemination
SLM Educational ProgrammingLevel 2 – Participants establish personal roles and responsibilities
• More “active” than Level 1• Involves outreach efforts to inform community• Not only creates awareness; increases
knowledge and personal commitment of community members
• May involve giving presentations to groups who demonstrate interest (school classes, gardening groups, civic groups, writing for local paper, etc.)
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SLM Educational ProgrammingLevel 2 – Dissemination – Outreach Engagement to Create Awareness
Children/School Gardens
Mass Media
Presentations to people who demonstrate interest
SLM Educational ProgrammingLevel 3 – Enable people to act using personal skills, knowledge
• Involves greater planning and participation than previous 2 levels by both VCE-MG and Community Members
• Increases knowledge and skills by demonstrating techniques on a large scale, with a time-frame, through one-time events (field day, workshop, demonstration, etc.)
• Open to public; are publicized, more “lengthy”; may provide “hands-on” learning opportunities
• No further action required
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SLM Educational ProgrammingLevel 3 – Community Education, e.g. Demonstrations, Site Visits, Field Days, Short Courses, Forums
Forum
Small Group Session
Site Visit
Field Day
Demonstration
SLM Educational ProgrammingLevel 4 – Behavioral Change• Attributes include an organized educational
program, accompanied by community action, and a documented behavioral change
• Requires long-term efforts (programming), much planning, often involves many people and different agencies, and results in committed change in behaviors in community members
• Includes activities and resources used in Level 1, 2 and 3 programming
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SLM Educational ProgrammingLevel 5 – Behaviors are generally accepted practices; become institutionalized
• The “Ultimate Goal” of SLM programming• Draws on community support efforts at some,
or all, of the previously defined levels• Program becomes a permanent fixture in the
community, with continued volunteer support and community involvement, even after VCE-MG Stewardship leadership is removed, allowing VCE-MGs to move onto other efforts.
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Five Levels of SLM Programming
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Program Evaluation
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EVALUATION
ADJUSTMENTS AND
IMPROVEMENTS