AGED 6200 Extension Program Development

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AGED 6200Extension Program Development

• Week Four, Feb 8
• Dr. James A. Rutledge

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Week Three Reading Assignment

• Find at least two journal articles that discuss
  the process or outcome of gathering clientele
  input for decision making or program planning in
  Extension.

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Last Weeks Reading Assignment

• What did you learn about Extensions processes
  for gathering clientele input?
• Did you find articles that discussed problems and
  if so what were they?
• Did you find examples of good ways to get
  clientele or stakeholder input?
• In groups of three, come up with 3-5 examples to
  share with the class.

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Review Program Planning in Extension

• Key Concepts
• Key People in Program Planning who?
• Factors Influencing Program Development - SHEEEP
• Steps in Program Planning
• Program Design and Implementation
• Program Evaluation
• Involving People in Program Development

Education Through Cooperative Extension,
Seevers, et. al., p 91-120
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Steps In Program Planning

• TODAYS DISCUSSION
• Planning
• Design and Implementation
• Evaluation

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Week Four Assignment

• Find at least three professional articles or
  publications that highlight some of the issues
  and challenges related to one of these three
  aspects of Extension Program Planning.
• Be prepared to share your findings with the
  class.
• Each of you will choose which of the three
  aspects you will research for next weeks class.

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Steps In Program Planning

• Planning
• Conducting Needs Assessments
• Setting Priorities
• Writing Program Objectives
• Design and Implementation
• Selecting and Developing Content
• Selecting Program Delivery Methods
• Selecting or Developing Resource Materials
• Evaluation
• Formative or Summative Evaluations
• Beginning with the end in Mind
• Logic Models for planning AND evaluation
• Education Through Cooperative Extension,
  Seevers, et. al.

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Group Reporting on Readings

• In each of the three study groups
• Review your individual findings
• Come up with some common observations
• Decide on several key points to share with the
  rest of the class
• Prepare to present orally for the class

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Choose An Aspect of Planning

• At least four students looking for information
  about each of the three aspects
• Assignments
• Planning Lesley, Tim, Nick, Ashley, Keegan
• Program Design and Implementation, Scott, Amanda,
  Travis, Kelli
• Program Evaluation Kara, Marcus, Rebecca, Joshua,
  Brian, Aubie, Casey

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Steps In Program Planning (Planning)

• Student Findings

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Steps In Program Planning (Planning)

• Conducting Needs Assessment/ Gap Analysis
• What ISWhat SHOULD be
• Listening Sessions, PACs at county and state
• Formal instruments seldom used in Extension
• Key Questions the Needs Assessment should
  address
• What must be changed or improved?
• What is the cause of the problem or what issue
  needs to be addressed?
• Who wants to see the issue addressed?
• What role can education play in solving this
  problem?
• What resources do we have to address the issue?
• Is the need already being addressed adequately
  by others?

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Sources of Data

• Last week we looked at census data.
• Other sources
• Oklahoma Ag Statistics
• Other State Agencies

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Role of Advisory Committees

• Well come back to this later in the year when we
  visit with some advisory committee members.
• The role of the advisory committee is really to
  provide the local perspective and input to the
  planning process, particularly the needs
  assessment and program priority setting process.

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Advisory Committees

• Who should be on the Extension Advisory Committee
  or Program Planning Committee?
• Stakeholders in general
• Specifically clientele, potential clientele, and
  community resource persons
• Influentials in the community and program area
• Beware the pall bearers syndrome

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Steps In Program Planning (planning)

• Setting Priorities
• Direct limited resources to clientele problems
• Proactively prevent future problems
• Credibility with stakeholders
• Helps Extension workers manage their time
• Allocation of resources
• Matching Extension Capacity with Audiences
• Is there an appropriate audience with an
  expressed or felt need for the program being
  proposed?

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Steps In Program Planning (planning)

• Writing Program Objectives
• Claude Bennett model
• Logic Planning Model

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Bennetts Hierarchy

• Please go to the following link and read this
  article by Claude Bennett
• Up the Hierarchy Journal of Extension, March,
  1975
• http//www.joe.org/joe/1975march/1975-2-a1.pdf

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Steps In Program Planning (planning)

• Claude Bennett model

End Results economic, environmental and
social Practice change adoption and
application KASA change knowledge, attitudes,
skills, aspirations Reactions satisfaction with
programs People Involvement numbers attending,
frequency Activities program content, meetings,
field days, etc. Inputs time, money materials
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Steps In Program Planning (planning)

• Claude Bennett model
• 7 step staircase or ladder in hierarchy model
  
• Looks at program objectives and the levels as a
  chain of events, each of which could be measured
• Quality of evidence improves the higher you go on
  the staircase or ladder
• Difficulty in getting quality data increases the
  higher you go on the ladder
• Evaluation is not an end in itself

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Steps In Program Planning (planning)

• Logic Planning Model

Inputs What we invest (staff, time, resources,
technology, partners) Outputs What we do
(program activities, workshops, meetings,
etc.) - Who we Reach (participation, numbers and
frequency) Outcomes Short Learning(KASA,
Awareness, Opinions, Motivations,
Reactions) Medium Action (Behaviors, Practice,
Decisions, Policies) Long Term Conditions
(Social, Economic, Environmental)
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A Logic Model (Adapted from University of
Wisconsin Extension
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Steps In Program Planning (planning)

• Logic Planning Model

• Improved Program Planning Model
• Based on Bennett but easier to use and more
  directly tied to program planning
• Beginning with the end in mind
• Ties planning, evaluation and reporting together

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Logic Model for Planning

• Begin with the ends in mind
• Start by knowing what you want to achieve
• Write Clear Learning Objectives
• Think about what experiences will achieve those
  outcomes, short, medium and long term
• Plan activities that will include those
  experiences

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Logic Model Continued

• Develop a timeline for activities
• Market and promote programs based on the outcomes
  and the activities
• Develop formative evaluation instruments or
  measures to check progress towards goals and
  summative evaluations to measure impact
• Impact measurements can be very precise because
  you know what your objectives are

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More Logic Model

• Refine lesson plans and implementation plan
• Conduct evaluations
• Report to stakeholders on impacts
• Redesign, modify or continue
• Knowing that you have a high quality program that
  is reaching its stated objectives

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More Logic Model

• Extensive Website Resources
• Models
• Examples
• Powerpoint lessons
• Logic Model. Madison, WI University of Wisconsin
  Extension. Available at http//www.uwex.edu/ces/p
  dande/index.html

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Program Planning (Design and Implementation)

• Student Findings

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Program Planning (Design and Implementation)

• Design and Implementation
• Selecting and Developing Content
• Selecting Program Delivery Methods
• Selecting or Developing Resource Materials

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Program Planning (Design and Implementation)

• Selecting and Developing Content
• What content or process will achieve your
  objectives
• Based on clientele needs and interests
• Individuals own talents or those of specialists
• Standardized curricula or individually developed
• Available outside resources

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Program Planning (Design and Implementation)

• Selecting Program Delivery Methods
• What learning experiences are most appropriate
  for the audience and content?
• What is the most logical sequence of experiences?
• Do learning experiences naturally build on each
  other?
• What on-going activities can build on the
  experience?
• What events or activities will actually be
  included?

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Program Planning (Design and Implementation)

• Selecting or Developing Resource Materials
• State Specialists may have prepared similar
  programs
• What materials are available?
• Bulletins, fact sheets, video tapes, cds,
  handbooks, etc.
• Are existing materials appropriate for audience
  and subject?
• Do you have time, expertise and interest to
  develop the materials yourself?

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Program Planning (Design and Implementation)

• Time Line for Implementation
• List of specific activities and events
• List of materials and resources that will be
  needed
• Contacts or collaborators to support program
• Excellent tool for future program evolution

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Program Planning (Design and Implementation)

• Next Week
• More in-depth look at the teaching and learning
  environment in Extension

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Steps In Program Planning (Evaluation)

• Student Findings

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Steps In Program Planning (Evaluation)

• Evaluation
• Formative or Summative Evaluations
• Beginning with the end in Mind
• Logic Models for planning AND evaluation

• More on Evaluation Later in the Term

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Issue Papers

• Topics Selected?
• Format?
• Sources?
• Questions?
• Issue Paper is due in two weeks!

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Week Five Reading Assignment

• More in-depth look at the teaching and learning
  environment in Extension
• Assigned Reading from JOE
• Vol 41, No 4 New Adult Education Bringing Peer
  Educators Up To Speed
• Vol 40, No 5 Reducing Computer Anxiety in Adults
  Learning to Use Microcomputers
• Vol 8, No. 4 Adult Education for Migrants
• Vol 43, No 4 Assessing the Educational Needs and
  Interests of the Hispanic Population The Role of
  Extension
• Vol 35, No. 1 Reaching A New Audience

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Week Five Reading Assignment

• Find information from one or more of the
  following authors
• E. J. Boone, B. S. Bloom, C. O. Houle, M. Knowles
  or A. Maslow
• Plus any other author you choose, with
  information that will answer the following
  questions (or inform your thoughts about the
  questions)
• What unique characteristics of adult learners
  might influence Extension education programs?
• What responsibilities do the learner and the
  teacher have in the learning environment?
• What are the reasons that people (Extension
  clients) participate in educational programs?

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Guest Speakers

• Dr. Ross Love, Assistant Director, Agriculture,
  Natural Resources and Rural Development Programs
• Dr. Charles Cox, Interim Assistant Director, 4-H
  Youth Development Programs
• Dr. Glenn Muske, Interim Assistant Director,
  Family and Consumer Sciences

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Questions for Assistant Directors

• These three individuals are responsible for
  leadership for ALL Extension programs.
• They are involved in many hiring decisions.
• They allocate specialist resources to issues and
  programs.
• What would you like to learn from them?
• In groups come up with three questions?

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Questions or Concerns

• At the Close of every session we will allow time
  for class discussion of any issue related to the
  course topic.