Cooperative Extension Program Design, Implementation & Evaluation

Becoming A StewardProgram Design,

Implementation and Evaluation

Eric StormerVirginia Cooperative ExtensionVCE - Norfolk

1

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

6

7

8

9

The Agent’s Role(s)

10

Programming Process

11

“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

12

SituationAnalysis

Working with Stakeholders

Educational Program Design

& Implementation

Program EvaluationAnd

Reporting

Programming Process

13

14

15

16

Types of Education

1. Formal Education

2. Non-formal Education

3. Informal Education

Which one does VCE esteem most?

17

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.

18

Non-formal Education

19

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

20

Informal Education

21

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

28

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

38

COMMUNITY PARTNERSHIPS

39

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.

40

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?

41

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

42

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.

43

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)

44

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

45

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

46

PROGRAM OBJECTIVES

Program Delivery MethodsIndividual Contact

• Office visits• Home visits• Personal letter• Telephone call

48

Program Delivery MethodsMass Media

• Publications• Newsletters• Newspaper • Radio• Television• Social Media

49

Program Delivery MethodsGroup Contact

• Clinic• Workshop• Short Course• Seminar• Contests• Field Trip/Tour• Demonstrations• Exhibits

50

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

51

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

53

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.)

54

55

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

56

57

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

58

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.

59

Five Levels of SLM Programming

60

Program Evaluation

61

EVALUATION

ADJUSTMENTS AND

IMPROVEMENTS