Appraising the Appraiser: Extension Agents\u27 and County Directors\u27 Perceptions of Their Appraisers

The research reported here describes Extension agent and county director perceptions of the roles and behaviors of their appraisers (relative to performance appraisal). A survey measured satisfaction with appraiser performance. The population was all Extension agents and county directors employed by the University of Tennessee and Tennessee State University (N=312). Overall, Extension agents were satisfied with the roles and behaviors of their appraisers (county directors), and county directors were equally satisfied with their appraisers (regional directors). Respondents viewed their appraiser\u27s performance in conducting the appraisal with positive judgment, fairness, and trust. The major recommendation is instruction for all appraisers

Training Public School Teachers to Teach CHARACTER COUNTS!

Through training, program planning, and evaluation in several states, 4-H has been a partner in the National CHARACTER COUNTS! Coalition. This article describes the results of one new approach to character education, training for public school teachers through their in-service education requirement. The instructional approach satisfied all six process standards of the National Staff development Council. The results of a post-test only questionnaire showed that the participants viewed the training as helpful, with the majority planning to include at least one new character education technique in their teaching repertoire. Implications, including the need for additional teacher training, are discussed

Promoting Healthy Lifestyles for Extension Employees: An Exploratory Study

Employee health is regarded as a strategic advantage with individual, organizational, and societal benefits. This study sought to describe the major health issues, motivations, barriers, and needs related to healthy lifestyles for Cooperative Extension employees. A total of 16 focus groups were conducted throughout Tennessee with 105 participants. Separate focus groups were conducted with seven groups of University of Tennessee Extension employees: administrative assistants, county agents, county directors, program assistants, departmental faculty, administrators, and professional staff. Findings indicate chronic stress as the dominant health issue. Respondents were motivated to stay healthy to be role models for good health, among other reasons. From an organizational standpoint, respondents reported that both an organizational culture that does not prioritize health and their job demands kept them from achieving optimum health. From a personal standpoint, respondents reported that a lack of time for healthy eating and physical activity and their own over-engagement with their work were barriers to health. Employees desired a coordinated, substantial organizational shift toward a culture of wellness that includes an effective employee wellness program. Employees indicated that a culture of wellness would result in employees who represent more balanced lives, thereby setting a better example for those served by Extension

A Scoping Study of United States Extension Professional Competencies

This scoping study aimed to answer the question: What is known from existing research studies about the major competencies required of Extension professionals? Scoping studies are characterized by searching the literature to summarize major concepts on a research topic, and they are valuable as they show evidence for the major concepts. This study was limited to research studies of United States’ Extension professionals. The major conclusion from the scoping study is that existing research studies have yielded a rich literature base regarding Extension professional competencies. This scoping study identified 15 Extension professional competency domains: communication, diversity and cultural competence, flexibility, interpersonal relations, knowledge of Extension, leadership, professionalism, program planning and evaluation, resource management, subject matter competence, teaching methodology and delivery, technology, thinking and problem-solving, understanding community needs, and volunteer management. It is recommended that the results inform Extension professional job descriptions and professional learning programs

Overview of a Statewide Extension Strategic Planning Process and Unintended Outcomes

In 2010, University of Tennessee Extension conducted a strategic planning effort focused on the subsequent 10 years. The process involved approximately 3,000 Tennesseans in online surveys, area meetings, opinion polling, and focus group sessions. This article describes the process, tools, and outcomes—which included a comprehensive strategic plan. Yet the strategic planning process itself produced unintended outcomes, specifically professional development opportunities, greater awareness of Extension among state government stakeholders, and continuity in the pursuit of strategic goals despite administrative change. The major implication for Cooperative Extension organizations is that attention to the potential of these unintended outcomes can enhance strategic planning

Sugar Free with Justin T.: Diabetes Education Through Community Partnerships

This article describes the design, development, and delivery of an Extension community cable television program, Sugar Free with Justin T., in Roane County, Tennessee. The program targets diabetics, pre-diabetics, and those who care for them, with practical information and demonstrations to improve dietary quality. In addition to television, program videos are posted to the county Extension Facebook page for greater exposure. This innovative approach is the result of extensive Extension and community partnerships, and the article highlights the roles of these varied partners, including the local community college that films, edits, and produces Sugar Free with Justin T

Interpersonal Communication Strengthens Web-Based Instruction

This study describes the interpersonal communication preferences (instructor-to-student and student-to-student) among undergraduates surveyed in a freshmen seminar in the College of Agricultural Sciences at the Pennsylvania State University. The purpose was to investigate communication preferences among students at the University Park (main) campus and three Commonwealth (branch) campuses and describe implications for World Wide Web (Web) instruction. Findings indicated significant differences between student attitudes toward student-to-student and instructor-to-student communication. With regard to success in a course, students at the Commonwealth campuses placed more importance on both student-to-student and instructor-to-student communication. The findings indicate the need for educators incorporating the Web into their curriculum to adopt a learner-centered approach to instruction, using such technology with forethought

Assessing the Tennessee Extension Master Gardener Program Using Both County Coordinator and Extension Volunteer Perspectives

The Extension Master Gardener (EMG) program is a vital contributor to Tennessee Extension residential and consumer horticulture education and outreach. In 2014, 2,480 volunteers statewide completed service and education requirements to achieve or maintain certified EMG status. These volunteers, led by Tennessee Extension agent county coordinators, contributed over 178,800 hours of service while recording over 30,300 hours of continuing education. These totals illustrate both the contributions of EMG volunteers to horticulture outreach and their desire for education to enhance their own knowledge and skill. Understanding the most needed areas of training for EMG volunteers to support their education and outreach to residents is critical to the growth and impact of the program. Therefore, a study was undertaken in 2015 to survey both EMG volunteers and coordinators to determine educational needs for volunteers as well as the preferred training delivery methods. Respondents consistently rated horticultural training in edible and ornamental crops as well as pest and disease management as high priorities. Similarly, hands-on and in-person presentations and printed materials were rated as highly important training methods. Results indicate potential training priorities for the future but also suggest a need to explore differences between coordinator and volunteer perspectives in some areas

TikTok, Tomatoes, and Teenagers: Using New Social Media Apps to Connect Extension Education with Younger Audiences

Social media usage has precipitated changes in Cooperative Extension’s delivery of programs to amplify involvement with selected audiences and it is important that we craft relevant content for a variety of audiences. Current research tells us that social media and related content can enrich education and can create broader audiences for programming. Resources like blogs, podcasts, and geofilters have shown to be received positively by a wide range of audiences and have created greater rates of engagement. Yet, one platform that has received limited attention is TikTok, perhaps due to TikTok’s mixed reviews in educational systems. With current trends showing that 48% of 18-29 year olds are using the app, we believe that TikTok has great potential for connecting audiences with research-based information and engaging previously unreached communities

National Survey of Extension 4-H Professionals\u27 Perceptions of Professional Development Factors

Our study describes factors that influence Extension 4-H professionals\u27 likelihood of participating in a professional development experience. We used a work group–developed survey to measure the level of influence of nine factors. Through convenience sampling, we obtained 558 responses from 4-H professionals representing all regions of the country and multiple job roles. Cost, location, networking, personal needs, and time were strongly influential. Differences related to job role and years of job experience existed. Our major recommendation is that those creating professional development experiences for 4-H professionals consider both the major influential factors involved and factors of adult development, such as the need for self-directed learning