NORTH CAROLINA AGRICULTURAL EXTENSION SERVICE
ANNUAL REPORT
EXTENSION ADMINISTRATION (Project I)Title of Project
Section
1966Annual Year
Percentage of TimeDevoted to Entire
Name and Title of Worker Project by Each Worker
George Hyatt, Jr., Director _ 199 %”Project Leader
George N. Smith, Associate Director _JLML___%J. C. Williamson, Assistant Director __Jfll___$E. J. Boone, Assistant Director and Head. __._____$
Department of Adult Education __JEL_..$Eloise Coferi Assistant Director .JJKL_._%R. E. Jones, Assistant Director _;UM1___FNell Kennett, State flome Econ. Leader _J£EL___%F8 53 Sloan, Professor of Eat. Education __£EL___%g. M. Stallinqs. Rural Civi] Defense spgg. I; _;uni___fAll Perry Batten, Retirement & Insurangenflfficer .JIEL———$. . 100 %JgTEi_EQili_51aIg_Agentiignun1¥_flpa£atians_7m_ 89 %WID] 9 E E 9| 1| El 5'.“ 89 %W1: \quij'ing Prnquan _J|.Q,g___%Minnie_M._Brawn,_A5sI._Siate_flome_Econv—Agent— -40€——-%§
%1/ Mr. Stallings is attached to Agr. Engineering
for operational purposes.
Signed Date SubmittedProject Leader
Signed Date RecommendedSTate Director of Extension
Signed Date ApprovedAdministrator, Fed. Ext. Service
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1. Administrtttau
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2. Santa Pragruus ¢ Sabina: Hatter
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t. Editors 9.2b. Maria! 36.6
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north cirnttan Aariculturn! Extansjon ssrvias. it: acaéanic program
In ndnlnistnred threugh tha coitaggs af Edmaattou.ind Agricultsra and
tifa‘satoacas at Marth Curatlaa Etatt flatwarslty. Paar af tha
0agnrtuant's night prof¢stiana! staff mouhurs hald Joint Extenstao
tad aatuaruhdrauahtng appoIntmnnts. Tha napnrtmnnt’a Hand Is .130
an Assintaut airaator of thn north Carats”: Agrluuitnrai Entantlnn
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assactatn fauulty. Thin Intnrdisclplinury fanutty group innludas
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Stitlsties.
«130
FRAMEWORK FOR THE DEPARTMENTAL PROGRAM
The success of a Department's program is closely asso—
ciated with the time and effort devoted- to planning. Another
factor is the extent to which those who are to be served
by the program are either directly or indirectly involved
in its development.
The establishment and maintenance of an Overall Training
and Research Committee and four subcommittees (Induction,
In-service, Graduate, and Research) has enabled the
Department's staff to keep abreast of both the felt and
assessed training needs of staff members at all organizational
levels in the North Carolina Agricultural Extension Service.
These committees include representatives of all major job
groups in the Service. In addition, the Departmental staff
maintains close working relationships and liaison channels
with leaders of other major Adult Education organizations
in the State. Regularly scheduled Department staff meetings
are held for the purposes of coordinating staff members'
efforts in planning and carrying out the Department's program.
OBJECTIVES OF THE DEPARTMENT
The objectives of the Department of Adult Education
are to:
.1h.
Provide leadership in effecting long-term,continuing professional improvement programsfor North Carolina Extension workers and otherAdult Educators, designed to strengthen their:
8.. Understanding of the development andutilization of technical subject matter.
Understanding of the background, philosophy,objectives, policies and organization of theAgricultural Extension Service and other majorAdult Education organizations.
Understanding and proficiency in the applicationof the basic principles and processes of pro-gramming in Adult Education.
Competence in the application of the principlesof learning and teaching.
(1) principles of communication(2) structure and dynamics of human society(3) human development processes(4) principles of management
Proficiency in dealing with human resourcedevelopment problems in an objective andinformative manner.
Knowledge and understanding of the psychologicaland social forces affecting Administration andsupervision in the Agricultural ExtensionService and other major Adult Educationorganizations.
Understanding and proficiency in applying theprinciples and techniques of evaluation toAdult Education.
Provide leadership in the development of a comprehen~sive, on-going research program designed to helpExtension staff members and other adult educators:
a. Systematically evaluate their work.
.15.
b. Modify and improve current teaching methodsand take advantage of new methods as theybecome available.
c. Analyze the interests and needs of peoplethey serve and utilize the programmingprocess for teaching purposes.
3. Provide scientific facts about Adult Education foradministrative and supervisory consideration in theformulation of programs, policies and procedures.
ORGANIZATION AND STAFF RESPONSIBILITIES
The Department's program includes six major functional
areas. namely: (1) Pre-service training for prospective
employees; (2) Induction training for nsw Extension staff
members; (3) In-service training for experienced staff
members in the North Carolina Agricultural Extension Service
and other Adult Education organizations; (4) Graduate
training; (5) Research; and (6) Foreign student training.
The leadership for these functional areas has- been
assigned to individual staff members within the Department.
These staff assignments include:
1. Overall Administration of Program -~ E. J. Boone
2. Pre-Service and Induction Training —— E. H. Quinn
3. In-Service Training -- F. S. Sloan
4. Graduate Training -- R. J. Dolan
5. Research -- George Russell and E. H. Quinn
6. Foreign Student Training -- F. S. Sloan
7. Departmental Seminars -- C. M. Ferguson
-[fiu
8. Adult Basic Education -~ J. B. Adair and Charles Law
In addition to the above persons, the Department‘s
staff includes five secretaries.
PROGRAM ACCOMPLISHMENTS
Pre—Service Training
The Department's staff has worked closely with under—
graduate advisors on both the Raleigh and Greensboro campuses
of the University in apprising undergraduate students of the
career opportunities in the Agricultural Extension Service.
In addition the staff has upon invitation by faculty members
on both campuses presented illustrated lectures to Juniors
and Seniors interested in the Agricultural Extension Service.
A number of advanced undergraduates enrolled in the lower
level graduate courses in Adult Education on the North ‘
Carolina State University campus during 1966.
Induction Training
A. Induction Training Sessions.
Three special training sessions of 2-5 days duration
were held during 1966 for approximately 125 new staff
members of the North Carolina Extension Service. Major
emphasis was given to helping the participants understand:
(1) the Land—Grant College system, (2) the phiIOSOphy,
a, 7m
objectives and organization of the CooPerative Extension
Service, and (3) the organization and maintenance of
4-H Club work. In addition four intensive leadership
develoPment conferences of 2% days duration each were
held for agents having responsibility for youth work.
A representative of each of the State's 100 counties
participated in these planned educational experiences.
Follow-up evaluations indicate that the participants
felt that they had profited from the planned educational
experiences. Supervisors and county chairmen reported
that they had observed improvements in the level of
performance of the participants.
Use of Induction Training Guide
The new induction training guide is serving a very
useful purpose in equipping new extension workers for
their responsibilities. The guide is designed to
assist the new county worker to acquire competence in
his position as rapidly as possible. It provides a
basis for those responsible for induction training to
plan, conduct and evaluate appropriate learning
experiences for the new staff members.
«’30::
In—Sepvice Training
The emphasis given to in—service training this year and
the allocation of resources for this purpose was relatively
high in comparison with previous years. A number of different
Opportunities for in—service training were provided with a
high percentage of the total Extension staff participating
in one or more of the different training sessions. A brief
description of the in-service (non—academic) training sessions
and activities in which members of this department assisted
with the planning, evaluation and instruction is as follows:
A. In~depth training sessions:Number of
Nature of Training When Given gagpigipappg
Furniture and Wood Finishes Feb. 1966 (3 days) 20
Procurement, Processing and Feb. - Mar., 1966 9Distribution of Agricultural (9 days)Products
Farm Decision-Making Mar. 14—18. 1966 24
Furniture and Wood Finishes April, 1966 (3 days) 16
Foods and Nutrition - April 18-22, 1966 48
Home Furnishings May 24, 25. & 26, 1966 17
Ornamental Training School Sept. 6, 7, & 8, 1966 33
Farm Decision—Making Sept. 19—23, 1966 29
Housing School Sept. 8, 15, 22, & 3029. 1966
Housing School Oct. 6, 13, & 29, 1966 28
Apple School Dec. 12~l6, 1966 16
«19»
B. Other in—service training sessions:Number of
Nature of Training When Given Participants
Subject Matter Training in 4-H Oct.. 1966 (three 130Zt-day sessions)
Beef Cattle Improvement November, 1966 44Program (three l—day
sessions)
Implementing An Effective Nov., 1966 (three 66County Dairy Extension Program 2-day sessions)
Weed Science Dec., 1966 (two 34l-day sessions)
Tobacco Production Dec., 1966 (three 60l-day sessions)
Participants in each of the above training sessions
were selected on the basis of their primary leadership
responsibilities and their need for the particular type of
training in which they participated.
C. In-service training planned for 1967:
Assistance has been given during this report year to
other staff members in planning and deveIOping proposals for
the following training sessions:Number ofParticipants
Nature of Training Preposed Dates Recommended
Pickling Cucumbers Jan., 1967 (three 65l—day sessions)
Fitting the Basic Muslin Dress Jan.—Feb., 1967 24(two 3—day sessions)
Hog Farm Records Jan.—Feb., 1967 15(two l-day sessions)
Forage Crops Feb. 13—17, 1967 30
“23” Number ofParticipants
Nature of Training Proposed Dates Recommended
Cotton Production Feb. 20—22, 1967 21
Trellised Cucumbers Feb. 28. 1967 ll
Tailoring Workshop Feb., 1967 18(two 3-day sessions)
Operation 4—H Expansion Feb. 28 - Mar. 1, 1967 36
Family Financial Management Feb. and Mar., 1967 29(seven l-day sessions)
Record Keeping in 4rH April, 1967 (six 200l—day sessions)
Farm Decision—Making April 10-14, 1967 30
Food Conservation April 5, 6, a 7, 1967 10
Creative Crafts May l6, l7. & 18. 1967 8
Horse Husbandry June 5, 6. & 7, 1967 40
Creative Crafts June 20-22, 1967 9
D. Annual Extension Conferences.
The Departmental staff assisted with conducting the
program of the 1966 Annual Conferences of the North Carolina
Agricultural Extension Service. The staff assumed a leadership
role in developing with the total extension staff the concept
of job and position descriptions and the procedures to be
followed in developing these key instruments. Assistance was
also given in conducting special small group training in the
deve10pment of the long range state program and county programs.
. -at~E. Professional Improvement Conference for Administrators,
Supervisors and Specialists in charge.
During the past year considerable time and effort have
been expended in equipping the total Extension staff to do a
more effective job of develOping and implementing professional
improvement plans. Two key groups in this endeavor are
administrative and supervisory staffs. As a follow—up to a
policy statement of the Director on training, a special s
training session for Administrators, Supervisors and
Specialists in charge was planned and conducted in 1966.
Special emphasis was given to the strategic role of planned
educational experiences in equipping Extension staff members
to more effectively perform their assigned job responsibil.
ities. In addition, the Supervisors' and Specialists' roles
in systematically assessing training needs of staff members
was thoroughly emphasized. The concept of selfestudy as well
as a number of other methods of professional improvement
was stressed.
F. Preparation of the Long—Range Extension Program.
During the past 12 months. the North Carolina Agricul-
tural Extension Service has been intensively involved in the
development of its second long-range' program. This effort
involved all professional staff members in the North Carolina
Agricultural Extension Service as well as approximately 2000
local leaders. The Department's staff provided counsel to
‘22Qsupervisors and agents in the organization and involvement of
county advisory leader groups in planning, training of lay
leaders in the planning process, collection and analysis of
data and in the actual development of long range program
statements. In addition assistance was also given to the
several state committees in the formulation of various aspects
of the long-range state program.
G. Preparation of Job Descriptions.
During the year Extension Administration initiated a
program of preparing job descriptions for all categories of
Extension workers i.e. District Chairmen; District Agents:
County Chairmen, Agents and Specialists. Assistance was
sought and several sessions were held with William Linder
of F.E.S. An overall steering committee was appointed by
the Director with the Head of the Department of Adult Education
to serve as consultant. Subcommittees were appointed with
a member of the Department of Adult Education to serve as
consultant to each. It was decided to allow sufficient time
to secure as much involvement of staff members as possible
through the use of questionnaires and discussions. Job
inventories for each of the major job groups have been
developed and will be administered in March, 1967. All of
the staff members are in the process of preparing the first
draft of their position descriptions. Plans are to complete
~23~the job descriptions and position descriptions by early
Fall. 1967.
H. Special Departmental Seminars.
Since the Department was organized, seminars have
become an effective means of broadening and deepening
Extension staff members' perspective in the field of Adult
Education. During the year, the Department organized,
sponsored and conducted five seminars.
l. 1966 Spring Seminar Series: Critical Issuesi9 Adult Education
During the Spring Semester a series of lectures dealing
with current critical issues in Adult Education was
arranged. Invitations to the lectures were mailed to
a selected list, including members of the University
administration and faculty and to graduate students.
The attendance ranged from 25 to 40. .The week following
each lecture the 22 students who were enrolled for
credit, under the guidance of a faculty member, held
a two-hour seminar on the subject presented the previous
week.
Nationally recognized authorities in Adult Education
were brought to the campus. These included: Dr.
William S. Griffith of the University of Chicago,
Dr. Josephine H. Staab of the University of wisconsin,
Mr. Fred Peterson of the United States Department of
,~
.33.-
Agriculture Graduate School, and Dr. Ralph Tyler,
Director of the Center for Advanced Study in the
Behavioral Sciences at Stanford, California. This
excellent talent was ably complemented by prominent
North Carolinians, including Dr. C. E. Bishop of North
Carolina State University, Dr. Monroe Neff of the North
Carolina Department of Community Colleges, Dr. Joseph
W. Pou of Wachovia Bank and Trust Company at Greenville.
and Mr. Edward A. Loeser, General Manager of Rockwell
Manufacturing Company of Raleigh.
This seminar was particularly noteworthy in that it
brought to the attention of faculty and students
pertinent points of view from the fields of education,
business, industry and government as they relate to
programs of adult education.
2. Special Seminar for "Specialists—in-Charqe"
This seminar was developed at the request of the
Specialists-in-Charge. They were interested in explor-
ing principles of Administration, Supervision and
Leadership in Extension Education. Seven two-hour
sessions were held, with average voluntary attendance
of nineteen. The following topics were presented:
"The Impact of Philosophy, History, Tradition and
Objectives on Administrative Behavior," "Relating
Theory of Organization and Administration to Practice.“
“25.
”Power and Authority - Their Meaning and Significance
in Administration," "Delegation - An Essential Practice
in Administration," ”Decision-Making in Administration.”
"The Human Side of Administration," and ”The Changing
Scene in Extension." Each presentation was followed
by a lively, penetrating group discussion of the
application of the principles to the job of the
specialist-inncharge in the North Carolina Extension
Service.
3. The Washinqton Seminar in Administration inGovernment
For the second year, a weeks' seminar was arranged
in Washington, D. C., for graduate students during the
week immediately following graduation. Thirteen
persons participated.
The program was organized and conducted in c00peration
with the USDA Graduate School, the Federal Extension
Serviee and the National 4-H Foundation. The partici—
pants were housed and three of the four days' program
was conducted in downtown Washington where the group
visited th USDA, the offices of the Association of
State Universities and Land-Grant Colleges and the
Brookings Institution.
The purpose of the seminar was to give the partici“
pants an overview of Administration in Government with
particular emphasis on Adult Education. Many top level
.26..
executives assisted with the seminar. Appearing on the
program were executives from. the Departments of State;
Health, Education and Welfare; and Agriculture as well
as persons from the Association of State Universities
and Land-Grant Colleges, the Brookings Institution
and the Farm Credit Administration.
4. 1966 Fall Qecture Series: The Role of InstitutionsyAQencies and Organizations in Adult Education
During the present semester, the Department conducted
a lecture series entitled "The Role of Institutions,
Agencies and Organizations in Adult Education." All of
the speakers were from North Carolina except Mr. Jules
Pagano. Director of the Division of Adult Education
Programs, U. S. Department of Health, Education and
Welfare. Campus Speakers included Dr. William L. Turner,
Mr. George W. Smith and Dr. J. B. Adair. Dr. Ralph
McCallister, Vice-President of the Regional Education
Laboratory and Dr. Monroe Neff of the North Carolina
Department of Community Colleges completed the roster.
5. Special Seminar for Extension Supervisory Staff onProgram Development
During the 1966 Spring Semester, a special seminar on
program development was conducted for 20 members of the
North Carolina Agricultural Extension Service's
Supervisory staff. Special emphasis was given to subjects
dealing with the organization of advisory boards, main-
~27~
tenance of advisory boards, and data collection,
analysis and interpretation. Nine two—hour seminars
were held.
I. Cumulative Training Records for County Staff Members.
A few years ago this Department initiated the development
of a cumulative training record for each individual county
staff member with the idea that such a record would be very
useful in counseling and advising with the members relative
to their training needs and professional improvement program.
This record includes both academic and non-academic
training in which individual staff members participate and
is kept current by adding such training to their records upon
completion of the training. A copy of this training record
was also made available to the appropriate District Supervisor;
and when additions are made in our master record, this
information is passed on to the District Supervisor so that
their records might also be kept up-to—date.
.23up
graduate Program
A. Coordination of the Graduate Program.
Because of the interdisciplinary nature of the program.
coordination of the Department's effort with those of other
departments on the campus is absolutely essential. This
coordination has and is being effected through several methods.
The active involvement of the Department's associate faculty
in planning graduate student programs has been an effective
coordinating method. Several meetings have been held with
Department Heads concerning evening and summer school course
offerings. Close contact is also maintained with the Dean of
the Graduate School, the Director of Resident Instruction in
the College of Agriculture and Life Sciences, and the Dean of
the School of Education. Too, graduate students in the
Department participated in 24 different courses offered in
four colleges (Agriculture, Home Economics. Liberal Arts,
Education) during the past year. An attempt is also being
made to coordinate graduate student research in the
Department with related projects in other departments.
B. Evaluation of Graduate Training Needs.
In June, 1964, the Graduate Extension Training Sub-
committee of the Overall Extension Training and Research
Committee was established as an advisory group on graduate
training. The functions of this committee are to study and
~291-
make recommendations on graduate training and suggest methods
for further development in this area and to ssbmiturecommen-H
dations to the Overall Extension Training anleeseareh.
Committee for appropriate action.
The committee met several times during 1966 to discuss
the graduate program needs of Extension staff members.
Several recommendations are in the process of becoming
operational.
C. Current Status of Degree Program.
Approximately 250 persons have been admitted to the
Graduate School for study in Adult Education. This total
includes about 100 women and 150 men. Forty-two out—of-state
persons have been admitted for graduate study in the
Department.
Approximately 279 different persons have participated
in a graduate level course either taught by or recommended
by the Department. Courses in which these persons have
participated on the North Carolina State campus include:
NumberParticipating
1. Programming in Adult Education 862. Community Organization 433. Psychology of Adult Learning 494. Leadership 645. Current Issues in Adult Education 186. Research Methods in Social Science 417. Planning Farm and Area Adjustments l78. Effective Teaching 79. Adult Education in Agriculture 6
10. Principles of Counseling 1611. Agricultural Policy 13
.39.NumberParticipating
12. Tobacco Technology 713. Soil Management 314. Rural Community 915. Social Psychology 1216. Statistics in Social Science 1417. Seminar in Work with Low-Income 32
families18. County Extension Administration 3619. Livestock Production 1920. Child Development 1421. Group Dynamics 922. Plant Pathology 223. Papulation Analysis 2924. Landscape Gardening 14
Of the 300 different persons participating in courses
on the North Carolina State University campus, their academic
status may be described thusly:
Admitted to Graduate School in Full Standing 103
Admitted to Graduate School Provisionally 114
Graduate Special
Undergraduate - Unclassified
l4
l9
Fifty-six full-time students are currently enrolled in
the Department's graduate program. Thirty—one students from
other departments are presently pursuing minors in Adult
Education.
n.3,”
Extension Summer School andOff Campus Cougses
A. Extension Summer School.
The 1966 three-week Extension Summer School was held
June 27~July 15 on the North Carolina State University campus.
A total of 258 Extension staff members participated in ten
three-credit courses representing eight departments. Courses
included (1) Leadership; (2) Adult Learning; (3) County
Extension Administration: (4) Special Problems in Teaching;
(5) Programming in Adult Education; (6) Concepts and
Principles of Understanding and Motivating the Culturally
Deprived; (7) Rural Population Problems; (8) Advanced
Livestock Production; (9) Landscape Gardening; and (10)
Contemporary Family Life. Extension personnel participating‘
received a scholarship awarded by the Extension Service.
B. Off Campus Courses.
The Department of Adult Education's staff worked with
officials of East Carolina College, Applachian State Teacher‘s
College, Western Carolina College and the University of North
Carolina at Greensboro in setting up 7 courses on these
campuses for Extension Agents. These opportunities made it
possible for agents located in Eastern and Western regions to
pursue graduate course work. These courses were focused in
the Behavioral Science Area.
-32-
RESEARCH
A. Major Projects
Two major research proposals have been prepared and
presented to the Office of Education in Washington, D. C.
One proposal is focused on the impact of Adult Basic Education
on occupational mobility and acculturation. This project has
been funded and is presently being initiated. The second
project is focused on computerized program instruction.
B. Other Research
The Department staff has underway eleven other research
projects. These include:
1. County Extension Chairman's and Area Development
Association Officers‘ Perception of Community
Development Work.
2. Land-Grant Administrators' Expectations of their
Institutions' role in Continuing Education.
3. A study of Cooperative Extension Agents' Expectations
of Fertilizer Dealers' role in Extension Soil
Fertility Programming.
4. A study of Certain Personal Social and Situational
Factors and Practice AdoPtion to Yield and Quality
of Tobacco.
5. Psychological, Social and Situational Factors
Affecting the Adoption of the Swine Enterprise.
*33-
6. The Relationship of Personal and Social Factors to
the Degree of Involvement of Community Development
Leaders in Decision-Making.
7. The Relationship of Selected Factors to 4-H Agents'
Utilization of the Leadership Development Process in
Developing Adult 4-H Leaders.
8. An Analysis of the Role of the 4-H Sponsoring
Committee as Perceived by the 4-H Sponsoring
Committee Members and Extension Agents Working with
4~H.
9. A Study of 4—H Extension Agents' Perception of
Difficulties Encountered in Performing Their Role
in the 4-H Community Club.
10. A Test Construction for the Study of Four Selected
Social Roles of the Contemporary Woman.
11. An Analysis of the Adult Educator's Job. The
Identification of Behaviors Critical to the Adult
Educator's Job as a Basis for Formulating Curricula.
C. Research Seminars
One of the primary ingredients in a graduate student's
experience is his growth and development achieved in planning
and conducting research. To facilitate and guide the student's
deve10pment of his research, the department conducts weekly
two-hour seminars. At the beginning of the semester the
departmental staff assumes a leadership role in deve10ping the
~33~ .
elements constituting a research project. The students
subsequently develop and present their proposals of a research
problem and the elements to be studied. Critiques by staff
and students contribute to the further clarification and
development of the proposed studies. The seminars have
contributed substantially to the formulation of the students'
research as well as the growth of the individual students in
the presentation, analysis and judgment in research.
A further innovation in the 1966 Fall Semester was an
effort to broaden the students' understanding of the scope of
research in the behavioral sciences and adult education, and
current needs in priority research areas. Persons invited to
develop and present seminar papers included Mr. J. C.
Williamson, Assistant Director, N. C. Extension Service;
Dr. Alan C. Knox, Professor, Center for Adult Education
Research, Columbia University; and Dr. Alice Scates, Head,
Division of Adult Education Research, U. S. Office of Education.
Subsequent seminars in the semester will be devoted to assist-
ing students in the formulation and development of their re-
search proposals and research design.
Other Activities
A. WOrk with Food Service Group.
At the request of the administration of the School Food
Services, the Department staff assisted in planning and con-
ducting a conference for their middle management personnel.
.35.
The content treated the supervisor's role in School Food
Services and encompassed an overview of contemporary society;
organization and administration in publicly supported
institutions; the role of middle management; social action:
and the selection and development of personnel. The
conference was the second in a series of three planned for
1966-69.
B. North Carolina Adult Education Association
The Department has devoted considerable effort to
strengthening the North Carolina Adult Education Association
during the past year. These efforts include a concerted
attempt to make professional adult educators throughout the
State aware of, and interested in, the Association. In
addition, the Department staff assisted the NCAEA in planning
and conducting its Annual Conference which was held on the
University of North Carolina campus at Chapel Hill. Three
members of the Department's staff conducted special workshOps
on "Community Development" and "Evaluating Adult Education
Programs" as a part of the Annual Conference program.
Approximately 40 of the graduate students in Adult Education
participated in the conference. The Head of the Department
served as Chairman of the Program Committee of the Annual
Conference.
«36.
C. National Adult Education Conference and Adult Education
Association of the United States.
Four staff members and ten graduate students participated
in the Adult Education Conference which was held in Chicago in
November. The conference program featured outstanding national
authorities in Adult Education. Keynote speakers were Drs.
Malcolm Knowles, R. J. Blakely, Thurman White, Jack London
and Cyril Houle. The Head of the Department is a member of
Adult Education Association's Executive Committee.
D. Adult Basic Education
The Department of Adult Education has initiated an innova-
tive project of research and training in Adult Basic Education
in cooperation with the Learning Institute of North Carolina,
Southeast Regional Education Laboratory and the North Carolina
Department of Community Colleges. While the project's primary
focus is directed toward North Carolina, it also encompasses
the states of Virginia, West Virginia, Kentucky, South Carolina,
and Maryland. A briei summary of accomplishments include:
1. The Department of Adult Education planned and con~
ducted one of the nine National Teacher Trainer
Institutes during August. The Institute included
115 teacher trainers in a six state area.
2. The Department has initiated a series of follow—up
~37.
institutes in the six-state area. State Institutes
have been held in West Virginia and Kentucky.
3. The Department has contracted with the North Carolina
Department of Community Colleges to conduct
approximately 50 Teacher Trainer Institutes in
North Carolina during the coming year.
4. The Department has designed a 5~year longitudinal
research project in Adult Basic Education which has
been approved by the Office of Education. The
project will be conducted under the auspices of the
Occupational Education Research Center by Depart- '
mental staff members.
5. The Department is collaborating with the Department
of Community Colleges in developing a computerized
learning project in Adult Basic Education.
E. Community College Proposal ‘
At the request of the Chairman of the State Board of
Education and Community College officials, the Department
prepared a special proposal to be submitted to the State
Board of Education. The primary focus of the proposal is that
of expanding and strengthening the Department's program in
order to more effectively serve the needs of Community College
Administrators. Specific attention is given to the need for
(1) Graduate Student Scholarships, (2) Graduate Student
Study Center, (3) Additional Staff, and (4) Funds for an
‘38.-
expanded in-service training program for Community College
personnel. The 5-year proposal was approved in December.
The operating budget is approximately one million dollars.
F. Foreigh Training
A staff member of this department, in addition to his
other duties and responsibilities, serves as the official
contact officer for the University in connection with the
training of foreign nationals programmed to this institution
by the Agency for International Development, Food and
Agricultural Organization of the United Nations and other
agencies and organizations. In this phase of his work, he is
responsible for receiving and programming each participant,
counseling with them relative to their program objectives,
housing and other arrangements, their personal problems and for
keeping appropriate records and than preparing the necessary
reports.
During this year 152 participants from 31 different
countries were received and programmed. Their visits ranged
from one day to a full year in length.
E.
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C.
are using a larger percentage of agriculture and home economics
graduates. There is a definite trend in colleges and universities
for a smaller percentage of the students to study agriculture and
home economics, and the requirements for professional proficiency
of an Extension worker continues to rise, and the salary schedules
are highly competitive.
The situation has necessitated twenty-seven positions remaining
vacant for several months throughout the year. At the end of the
calendar year twenty-eight positions were vacant. The per cent of
turn over in employment has been exceptionally high in comparison
with the last several years.
Of the five hundred and ninety-five positions (County Extension
positions) thirty were lost from the service through retirement and
acceptance of positions in other fields.
STATEMENT OF PROBLEMS
The need for new positions and revisions or modifications in
responsibilities were examined in order to procure and maintain
staff resources in relation to problems confronting society and
the Agricultural Extension Service. Recognition was given to the
need for individual appraisal sheets and these developed.
PLAN OF ACTION
Each county employee was evaluated using the prepared appraisal
sheets. In light of individual performance and competence,areas of
program responsibility were assigned to each staff member.
The fact that 7500 lay people throughout the one hundred
counties have been involved in developing a new five-year program
«#1»
has helped to improve the image of the Extension Service.
The willingness on the part of county commissioners to
appropriate more than $75,000 for other needed staff resources
is evidence to the fact of public acceptance of the Extension
program.
III. STAFF TRAINING AND EVALURTION
A.
B.
STATEMENT OF SITUATION AND PROBLEMS
It is recognized that in order for the Extension Service to pro-
vide an up-to-date ongoing educational program, employees must be in a
continuous program of training. This is true for the new employee
and the more experienced ones.
The new worker must be helped to understand the philosophy,
policies, and objectives of the organization of which he is a part and
his role expectations within the organizational framework. It is also
essential for all Extension Agents to keep abreast of technological
changes in order to meet the needs of people in a changing society.
PLAN OF ACTION
1. Pre-Service
Five undergraduates were selected and placed in counties to be
trainee agents for a six-weeks period. These trainees worked as
members of the county staff under the direct supervision of the
Home Economics Agents and the District Home Economics Agents. Mean—
ingful learning experiences were provided that they might better under-
stand the Extension Service and the expectations of Extension workers.
Their interpretation of the Service to others as they return to
their respective colleges and universities has been a valuable
«#2.
by-product of the summer trainee program. Past experience has proven
these girls usually are employed by the Service upon graduation.
2. Induction
District Agents have held orientation conferences with new Extension
Agents as they entered the Service. Induction training has been planned
at six-month intervals for employees who have joined the service within
that six—month period. The purpose of this training is to develop,
with uniformity, an overview of the Service, its resources and expect-
ations as related to its employees. One session was held May 10~12
with 33 agents in attendance.
3. In-Service
a. There were 3 training sessions of 2% days each for agents
responsible for subject-matter work in 4-H. Agents from 2
supervisory districts attended each session.
b. A state-wide annual conference was held for all Extension
workers to develop plans for the new 5 year plan of work.
c. Special workshops were planned for those agents employed by
Economic Opportunity funds. These sessions were related to
developing the five year program and annual plan of work.
d. One district had two training sessions for County Extension
Chairmen. These sessions were both related to developing the
five year program and annual plan of work.
e. An intensive 4% day Food and Nutrition Workshop was held for
Home Economics Agents. There were two sessions, Spring and
as.
Fall with a combined total of 97 Extension Agents in attendance.
f. Three one-day sessions were held to acquaint the Home Economics
Agents giving leadership to Home Demonstration Club work with the
structural and organizational changes.
3. One-day conferences were held in Home Management and Family Re-
lations for Home Economics Agents having responsibility for that
area of work.
h. Selected Extension Agents were given training in the following
areas of subject matter:
Home Furnishings Training 3
Area of Furniture & WoodFinishes 3
Procurement, ProcessingDistribution of AgriculturalProducts 6
Farm Decision Making 4%4354%
Housing Training School 43
Ornamental Training School %
Implementing an EffectiveCounty Dairy Extension Program 6
Apple Training School 4%
One district was intensively involved
the first University Days Program held on
No. Agents
days 20
days 16
days 9
days 17 5days 29days 28
days 30days 28
days 33
days 66
days 16
in developing with agents
the campus of UNC-G. The
agents from 17 counties involved in developing this educational pro-
gram for 425 homemakers.
4. Graduate Training
Extension Agents have availed themselves of formal classroom
study. There were seven agents enrolled for full time graduate
study. There were 113 who took courses during the year; the greater
part of which were graduate courses. An additional 103 agents were
enrolled in the three-week Extension Summer School Session.
Other agents were enrolled at approved universities for additional
study according to geographical location and course need.
District Agents were also involved in graduate study. One
District Home Economics Agent completed requirements for the Master's
Degree.
District teams evaluated with each county Extension Staff their
five year program. This was done in individual county visits or
small group sessions. These were teaching situations, the results
of which should be reflected in the Annual Plans of Work.
IV. PROGRAM DEVELOPMENT AND EVALUATION
A. STATEMENT OF SITUATIQN
In 1966, the North Carolina Extension Service at the state and
county level devoted considerable time to the development of a
fivevyear educational Extension program to be announced early in
January, 1967, at the termination of the 1.6 in '66 program. Each
county, in close cooperation with its Extension Advisory Board and
adhering to the principles outlined in "A Programming Guide for the
North Carolina Agricultural Extension Service",has developed a long
range (five-year) program based on local problems and opportunities.
These programs are to be announced simultaneously.
B.
4.5.
District agents and specialists worked continuously with
county staff members to increase their competence in the programming
function. The district teams used conferences to work with county
staffs and individuals. As of January 1, 1966 each county staff
member has been designated to provide leadership in specific
subject matter areas.
Through individual county conferences or sub-district confer-
ences, the one~hundred county staffs were given training in the
principles and procedures necessary to adequately recruit and es-
tablish a functioning County Advisory Board.
STATEMENT OF THE PROBLEMS
1.
2.
3.
4.
County personnel through county and sub-district conferences
gained insight as to how the programming process strengthens
efforts toward developing, implementing, and evaluating the
educational program at all levels.
Many county staff members through in-service and formal training
improved their level of professional competence.
The establishment of 100 functioning County Advisory Boards
exemplifies the staff's understanding of the North Carolina
Extension Services philosophy, objectives and policies.
A greater understanding of a long term program statement, its
purpose, content and framework for annual plans of work was
illustrated by the majority of the program statements being
accomplished with little or no revision.
5. County staff members, through the use of Advisory Boards,are
indicating an increased use of county resources that can be
used effectively to implement the new long-term program.
6. While some counties are exhibiting an understanding that
evaluation is a continuous process, a continued need for
strengthening this area of the programming process is evident.
C. PLAN OF ACTION
The objectives stated as needing attention by the supervisory
staff in 1966-67 were accomplished through the following methods:
(a) Individual county staff or sub—district conferences
conducted by the six district supervisory teams. The
conference topics included:
1. The North Carolina Extension Service's philosophy,
objectives and policies and how this information
might be disseminated to lay people in the county.
2. Methods of activating, existing, or establishing
productive Advisory Boards.
3. Procedures for developing a long term program statement.
4. Methods of evaluation.
These conferences were supplemented with individual visits to
counties by various supervisory team members. The success of these
efforts resulted in the use of approximately 7500 lay people across
the state participating in the developing of each county's longrterm
program statement.
n;
4.7.
The learning experiences identified for accomplishing the
stated objectives have and are being implemented. District teams
and subject~matter specialists have studied, evaluated and made
recommendations for strengthening each county's long~term program
statement. These recommendations were presented to each county
staff and revisions incorporated into their final long-term state-
ment. County plans of work are currently being appraised following
the procedures outlined above.
EVALUATION
To assess the extent that objectives were accomplished, fall
visits were made to each county by the district teams to:
1. Determine progress being made in training Advisory Boards
and establishing benchmarks.
2. Analyze gggggy.plgn§‘g§_gggk'§gg content and recommendations
for revisions §§,ggggg .
3. Conduct final assessment in April, 1967.
Based on the above procedures, the data listed below were compiled.
a. Approximately 50 per cent of the county staff members
understand the programming process.
b. Each county selected and trained an Advisory Board.
c. Increasing numbers of professional staff members perceive
the role of the Advisory Board to be a valuable asset to
the programming function.
d. The Advisory Board was selected and trained according to
the principles and procedures outlined in "A Programming
f.
g.
h.
i.
Agents assumed the role of advisers and consultants to the
Advisory Board.
Approximately 95 per cent of the Advisory Boards are functional
with appropriate study groups who collect, analyze, interpret
and present pertinent information to the board pertaining to
their assigned area.
Advisory Boards and study groups are representative of a variety
of county clientele groups.
The data collected by study groups comprises information distilleé
from county, state, and national resources.
This data was incorporated into the long term program statement
and served as the basis for the annual plan of work for 1967.
District Agents have created a wholesome climate for county personnel
to work in a most productive way.
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g. Encourage other organized groups to take part in the rural
civil defense educational programs.
h. Complete a set of slides on soils, crops and production and
preparation of safe food after fallout.
Programs have been carefully planned, organized and conducted in
certain counties with 4-H Clubs, home demonstration clubs, organized
communities and/or leader groups. Other counties have worked
through schools, civic clubs, farm organizations, agricultural
workers councils etc. Mass media has been used to create interest,
inform the general public and publicize the work being done.
These programs usually consist of four or more two hour meetings and
provide training in:
a. Survival of people and family planning and preparedness
b. Emergency supplies and equipment
c. Pre-attack planning and preparing for livestock survival,
post-attack feeding management and butchering of livestock
and decontamination of meat and milk
d. Soils, crops and fallout - production of safe feed and food
crOps after fallout.
Additional training for some groups includes:
a. Radiological monitoring
b. Field exercises in family, livestock, soils and crops planning
c. Shelter training exercise
'd. Federal, USDA, State and local government responsibilities
:4 a To provide helpful training for agents and to instigate county programs,
half-day staff conferences were held in 16 counties last year and in 95 of
the 100 counties during the past 2% years. These conferences include
training in subject matter and in Extension versus other agency responsibilitiefi
. in.“:3“
Educational methcca, procedures and techniques used in work with pilot
counties in 4-H, home demonstration, organized communities and leader
training work wsnaexplained as well as visuals available and their use.
USDA defense board organization, functions and needed actions were
carefully covered. Finally-suggested procedures for incorporating rural
civil defense into the on-going programs of all agents was outlined.
Each agent was given a kit of bulletins and mimeographed materials.
Following these conferences county plans were developed and work
scheduled and conducted in many counties.
Concentrated 4-H work has been done by the rural civil defense
specialist with 30 counties through organized workshops. Single progress
have been given to county council groups in many additional counties to in-
troduce the 4-H rural civil defense activities and survival information.
The first activity is a county, district and state rural civil defense
demonstration contest. To participate in this a club member or a team of
two must prepare and present a fifteen minute method demonstration or
illustrated lecture on any subject pertaining to rural civil defense.
The procedure is for may county contest winners to compete in the district
contest in June and the six district winners to compete in the state
contest held during State 4-H Club Week in July.
In 1966, 55 of the 100 counties participated in the district contest
with excellent quality of presentations. Pat Cowell of Pamlico County won
the state contest and later gave her demonstration befdre 850 delegates
to the North Carolina farm Bureau Federation Annual Convention at Charlotte.
As was planned, many of the particijfigdfiain these contests gave the same
demonstrations before civic clufidfi$iiilTheanstration clubs, 4-H clubs,
community groups, farm organisationi’etc.’
Participation in the 4-H rural civil gefense project has been about
.gz-
equal to that in the demonstration contest with excellent records being
entered in district and state competition. A 17 page Rural Civil Defense
for survival project record book has been developed and is being used
very effectively. Teresa Hoover of Lincoln Co. was State project winner.
County 4-H rural civil defense workshops have organized in 30 counties.
They have active officers and meet monthly with worthwhile programs.
These workshops serve to bring about increased interest and knowledge
of club members, leaders, parents,and the general public, as well as in-
creased participation in the project and demonstration contests. Before
the workshop is organized, all club members are usually oriented on all
4-H rural civil defense activities at a monthly series of club meetings
at which time enrollment is taken. Then the enrolled group is brought
together, officers elected and the monthly meetings started. The program
for the first six meetings is usually given by the rural civil defense
specialist, covering survival of people and family planning and preparedness;
emergency supplies and equipment; livestock survival and post-attack feeding
and management of livestock and proper handling of meat and milk and
soils, crops and fallout and production of safe food. A field exercise
in family, livestock and soils crops planning is held for the fifth meeting
and a shelter exercise for the siXth. I I
Martin County won the state plaque for conducting the best overall
4-H Rural Civil Defense educational program in North Carolina for 1966.
Judging of this contest is based on an eight page written form report of all
work done and all accomplishments by members, leaders and agents. I
Awards in the 4-H program are furnished by the North Carolina Farm
Bureau Federation and are as follows:
1. Demonstration Contest
District - $19 Scholarship to State 4-H Club weekState - $50
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2. Project Contest
County - Rural Civil Defense MedalDistrict - $19 CashState - $50 Cash
3. County 4-H Over-all Program Contest
Two most outstanding N. C. Counties - Plaque
4. County WOrkshop
Certificate to all members completing
The 4-H approach in rural civil defense education has proven effective
in North Carolina with outstanding quality and quantity of participation
and accomplishment. It will continue to be an important part of our
program. .
Twelve counties have been worked with this year through home demonstration
clubs. Special training programs were given to home demonstration leaders
or county council groups in each case. Similar training programs were then
presented by the leaders or agents in their respective clubs. Charts,
slides, mimeographed family and livestock Survival planning sheets,
bulletins, rural civil defense quizzes and other materials were explained
and furnished for use in these local club meetings. It is felt that this
,' procedure is very effective and it has been well received in the counties
and clubs.
In several counties the agents have presented programs in all local
4-H clubs using a set of slides on 4-H rural civil defense activities
prepared by the rural civil defense specialist. In other counties the agents
have used survival slides or movies for a series of club meetings.
Slides and/or movies have been used by several agents for community
meetings, civic club meetings, etc.
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A new set of slides on soils and crops before and after fallout has
been developed and used during this period. They include:
1. radiation effects on plants and seeds
2. procedures for protection of supplies of feed, food, and water
3. decontamination, precautions and procedures
4. movement of radioactive isotopes through the food chain to man
5. amounts of isotopes taken up by different food and feed crops
6. relatively safe versus unsage crops to grow after fallout is on
the soil
7. effective soil treatment before fallout using calcium, potassium)and organic matter
8. choices and prOCedures in handling soil after fallout
,9' mechanical removal of fallout from the soil
10. reasonable changes and shifts in crOp and livestock production
after fallout
ll. recommended procedures and preparation of vegetables grown after
fallout
12. ‘family planning for safe food and feed production
It is felt that this slide set is filling an excellent purpose and
audience reaction has been very good.
A new set Of 35 simplified, illustrated charts and slides with script
-on family survival and planning has been prepared by the rural civil
defense specialiSt and used by agents during this period. It is more
effective, easier used and understood and better received by audiences
than anything used to date. This set of charts has been used for programs
at home demonstration meetings, community development meetings, and
for television programs with excellent results reported by agents.
",A new skit of family survival planning has been written by the rural
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civil defense specialist and effectively used by 4-H clubs.
The 20 Federal Extension Services "You Can Survive" fact sheets were
revised by the rural civil defense Specialist and have been extensively
used with 4-H and home demonstration clubs.
Mimeographed materials on the purpose, organization, preparations
for and the conducting of a county 4-H rural civil defense workshop
series of meetings have been prepared, distributed and used during this
period.
Mimeographed material covering suggested home demonstratiOn rural civil
defense programs, goals and procedures has been prepared by the rural civil
defense Specialist, distributed and used. 6A program and skit was prepared by the rural-civil defense Specialist
and used at 4-H camps last summer.
The ”Survival" newsletter was used to acquaint agents with new ideas,
programs, visuals, subject matter and successful procedures being used
' in some counties.
The rural civil defense specialist gave programs in several.counties
, for agricultural workers councils, USDA Defense Boards, agricultural
subject matter meetings, community and civic club meetings.
Ernest M. Stallings is responsible for the Rural Civil Defense Program.
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