University of Maryland Cooperative Extension

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University of Maryland Cooperative Extension

• New Employee Orientation and Training
• March 25, 2008

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Objectives

• History of Land Grant Movement and Extension
• Key Principles and Philosophy of Extension
• Overview of MCE

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Land Grant Act
1862 - First Morrill Act is passed and signed by
President Abraham Lincoln, donating public lands
to the several states, the sale of which is for
the "endowment, support, and maintenance of at
least one college where the leading object shall
be, without excluding other scientific and
classical studies and including military tactics,
to teach such branches of learning as are related
to agriculture and the mechanic arts, in order to
promote the liberal and practical education of
the industrial classes in the several pursuits
and professions in life."
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1887 - The Hatch Act is passed, mandating the
creation of agricultural experiment stations for
scientific research.
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• Morrill Act of 1890
• US Congress establishes historically black
  colleges as Land Grant institutions
• Limited to the Southern States
• UMES and Delaware State are the furthest north
  on the East Coast

Florida ag history
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1914 - The Smith-Lever Act is passed, providing
federal support for land-grant institutions to
offer educational programs to enhance the
application of useful and practical information
beyond their campuses through cooperative
extension efforts with states and local
communities.
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Sea Grant - 1966

• The National Sea Grant College and Program Act of
  1966 First grants awarded in 1968
• Maryland Sea Grant established in 1977
• Involves a network of 30 universities
• 34 programs in 31 states Puerto Rico

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Education Reauthorization Act - 1994

• US Congress establishes tribal schools as Land
  Grant institutions
• Primarily in the South West
• 29 native American colleges in 12 states
• Also established University of District of
  Columbia as a Land Grant institution

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Land Grants Today

• Over 100 land grant institutions exist today
  serving millions annually
• 70 - 1862 institutions
• 16 - 1890 institutions
• 29 - 1994 institutions

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The Defining Concept of Land Grants - Integrated
teaching, research and extension
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History and Background of Extension
History and Background of Extension
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The Social Situation During the Development of
Extension
Extension developed as a response to rural
conditions
To aid in diffusing among the people of the
United States useful and practical information on
subjects relating to agriculture and home
economics, and to encourage the application of
the same. - Smith-Lever Act 1914
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Why was the National Cooperative Extension
Created?

• First Vision of Cooperative Extensions Core
  Mission
• The primary economic aim of simultaneously (1)
  producing cheap food for consumers and American
  industry and (2) raising farmers incomes through
  bringing science to agriculture to make it more
  efficient and productive.

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Why was the National Cooperative Extension
Created?

• Second Vision of Cooperative Extensions Core
  Mission
• Building a rich, vital, democratic culture
  through pooling scientific knowledge with local
  knowledge and experience in cooperative
  educational work that develops the full-range of
  peoples individual and community capacities and
  well-being.

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The ultimate objective was not more and better
food, clothing, and housing. These were merely
means and conditions prerequisite to improvement
of human relationships, of intellectual and
spiritual outlook. The fundamental function of
Smith-Lever extension education is the
development of rural people themselves. This is
accomplished by fostering attitudes of mind and
capacities which will enable them to better meet
the individual and civic problems with which they
are confronted. Unless economic attainment and
independence are regarded chiefly as means for
advancing the social and cultural life of those
living in the open country, the most important
purpose of extension education will not be
achieved. - Federal Office of Education, 1930
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Early Work of Cooperative Extension Pioneers

• Very difficult to introduce new ideas, new
  techniques and educational programs
• High suspicion and skepticism among the
  public/clientele about Extension and its agents
• Little initial support for Extension from
  business and the general public
• First agents were on their own to create
  awareness, answer questions and conduct programs.
  They did not have modern technologies for
  obtaining timely help from their land-grant
  partner
• The agent had to prove himself/herself as worthy,
  helpful, progressive, and necessary for the county

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4-H Arose as a means of educating farmers

• Initial educational work with adults was
  difficult to accomplish
• More impact could be realized from working with
  youth
• Adults became involved, through youth education

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The Philosophy of Cooperative Extension consists
of a Strong Belief in

• The equality of people
• The power of education
• The reliability of science
• The possibility of change and/or progress

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Three original guiding principles for Cooperative
Extension

• Reach people where they are
• Education, interest, understanding, ability
• Teach people to determine their own needs
• Engaging clientele in educational programs
• Teach people to help themselves

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Cooperative Extension is a System of Partnerships

• State (Land-Grants)
• Facilities support
• Faculty Staff
• Educational materials
• Funding

• Federal (USDA-CSREES)
• Program leadership
• Establish national initiatives
• Funding

• Counties
• Office facilities and support
• Support staff, paraprofessionals
• Funding
• Equipment, supplies

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MCE Your Front Door to the University

• Offices in each county Baltimore city (24
  total)
• Research Education Centers located throughout
  the state
• Extension conducts programs in Agriculture,
  Natural Resources, Families, Youth and Communities

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MD Extension Offices and RE Centers
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MCEs 3 Primary Mission Areas

• Economic Prosperity
• Improving efficiency and productivity of
  Marylands businesses, profitability, use of new
  technologies, making good financial decisions
• Environmental Quality
• Preserving and enhancing Marylands abundant
  natural resources by emphasizing wise use,
  appropriate conservation and remediation
• Quality of Life
• Enhancing quality of life of MD residents through
  education in areas such as nutrition, health,
  child care, youth development and leadership.

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Impact of MCE programs

• What difference are we making in the lives of
  individuals, producers, etc?
• This could lead to major Environmental, Economic
  or Social Changes, i.e. reduced pesticide use,
  improved profitability, increased yields,
  decreased water usage, increased ADG, etc.

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Educational Delivery Methods
Satellite and Distance Education
Computer Training
Print Materials - Newsletters, News-articles
Group Meetings and
Individual Assistance
Volunteers
Mass Media
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Extension Program Areas

• Agriculture
• Natural Resources
• Family and Consumer Science
• 4-H / Youth Development
• Sea Grant
• Community Resource Economic Development

We need to be familiar with all of these areas!
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Maryland Cooperative Extension
AGNR Dean Director Cheng-i Wei (CIT, Fiscal,
Alumni, Development)
Administrative Facilitative
Chairs
Associate Dean Director Nick Place
9 Departments AREC, ANSC, ENTM, IAA, ENST,
NFSC, PSLA, VMRCVM, FMS
East Region Tom Miller West Region Mary Ellen
Waltemire
Special Programs Nutrient Management CYFAR,
EFNEP, FSNE, Chesapeake Bay, IGS
Program Leaders Bob Tjaden, Dick Byrne, Doug
Lipton
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AGNR Executive Council - AGNR-one of 13
colleges/schools
Assistant to the Dean, Loretta Carstens
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College of Agriculture Natural Resources
Departments and Programs
  1.     Animal and Avian Sciences (ANSC)  
2.     Agricultural and Resource Economics (AREC)
  3.     Environmental Science and Policy
(ENSP)  4.     Environmental Science and
Technology (ENST)  5.     Nutrition and Food
Science (NFSC)  6.     Plant Science and
Landscape Architecture (PSLA)  
7.     Department of Veterinary Medicine (VTMD)
Professional Education
  1.     Institute of Applied Agriculture (IAA)
  2.     Virginia-Maryland Regional College of
Veterinary Medicine (VMRCVM)
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AGNR Faculty Staff

• Academic 57 faculty 23 staff
• Research 88 faculty 118 staff
• Extension 26 department faculty 125 field
  faculty 178 staff

Based on Full-time Equivalents (FTE), Contractual
positions not reflected
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AGNR Faculty Appointments - Academic/Research/E
xtension

• Many faculty have split appointments
• Part of appointment from at least 2 budget
  sources
• Examples
• 75 Research 25 Teaching
• 80 Extension 20 Research
• 60 Teaching 40 Extension

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Allocation of Funds - AGNR
FY2008, Total budget 65.2 million, not
including contracts
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(millions)
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Maryland Cooperative Extension Source of Funds
FY2008, Total Budget 29.3 million, does not
include NM FSNE
(millions)
65
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In Closing

• YOU are our greatest asset
• We want you to be successful
• Thank you for being part of MCE

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Thank you

• Nick T. Place
• Associate Dean Associate Director
• nplace_at_umd.edu