Outcomes from State Department Grants to Build a Stable Economy in Tajikistan

Over a 10-year period, State Department grants were awarded to the University of Nebraska-Lincoln (UNL) to help build a stable economy in Tajikistan. The 2003-06 grants provided the Khujand Branch of the Technological University (KbTUT) faculty and students the opportunity to develop expertise in safe food production and viable textile/apparel production for international markets. Specific grant activities were to (a) develop an entrepreneur center at KbTUT to provide outreach programs for community members on small-scale business development, (b) develop a textile museum for University courses, and (c) train KbTUT faculty/upper level students/administrators at UNL to enhance their skills in food sciences, textiles, and outreach programs. Grant funds dedicated to the UNL/KbTUT partnership represented an important effort to help build a stable economy in Tajikistan. In October 2006, a two-person evaluation team conducted a site visit to KbTUT to (a) document project outcomes and identify additional support needed and (b) explore other related issues a cooperative grant could address. Outcome Assessment at KbTUT: The grant funds dedicated to the UNL/KbTUT partnership represented an important effort to help build a stable economy in Tajikistan. The goal of the site visit to KbTUT was to (a) document project outcomes at KbTUT and identify additional support needed and (b) explore other related issues a cooperative grant could address. Based on these findings, conclusions were made about the effectiveness of the processes used and needs for additional grants were identified

Reactions to an Initial Attempt At Implementing Interactive Videodisc in Extension

The study focused on evaluating (a) the computer-directed videodisc technology as a delivery method for Extension, and (b) Ihe effectiveness of using it to teach cash flow planning to farmers/ranchers. Extension agents in 12 states completed open-ended questionnaires explaining how they prepared for the videodisc and how they used it They also completed anecdotal notes on the participants. Farmer responses were recorded in a computer file when they used the program

The Impact of Character Education Curricula on Youth Educators

The purpose of this study was to determine degrees of internalization of character traits across two groups (K-12 teachers and Extension staff) with varying years of participation in character education professional and program development activities. An online survey was developed to collect data describing the 109 respondents, the extent of their character education professional and program development activities, and their degrees of internalization and behavioral change. Post-then-pre data comparisons revealed significant levels of change in behaviors, including considering other peoples’ feelings and resolving conflict in a peaceful manner. All post-then-pre data demonstrated that respondents at least frequently lived their lives in accordance with the post-then-pre statements. Recommendations for future research included: marketing character education professional development opportunities to a broader audience; and increasing ongoing and intensive multicultural training of Cooperative Extension staff

Success Outcome Markers in Extension (SOME): Evaluating the Effects of Transformational Learning Programs

Success outcome markers (SOMs), and the process of creating them, offer Extension a new approach to plan, monitor, and evaluate programs. Generating success outcome markers helps to carefully determine all partners (including beneficiaries) who may need to change to accomplish program goals and identifies steps to continuously track incremental successes. Hard-to-measure human behaviors become more concrete when success outcome markers are listed. To successfully use SOMs, one must (a) create a vivid and compelling vision, (b) list your WHOs, (c) write an outcome challenge for each WHO, and (d) determine SOMs. Then decide how to monitor and report on each SOM

The Impact of Character Education Curricula on Youth Educators

The purpose of this study was to determine degrees of internalization of character traits across two groups (K-12 teachers and Extension staff) with varying years of participation in character education professional and program development activities. An online survey was developed to collect data describing the 109 respondents, the extent of their character education professional and program development activities, and their degrees of internalization and behavioral change. Post-then-pre data comparisons revealed significant levels of change in behaviors, including considering other peoples’ feelings and resolving conflict in a peaceful manner. All post-then-pre data demonstrated that respondents at least frequently lived their lives in accordance with the post-then-pre statements. Recommendations for future research included: marketing character education professional development opportunities to a broader audience; and increasing ongoing and intensive multicultural training of Cooperative Extension staff

Assessing Interactive Videodisc in Extension

If Extension is going to use interactive videodisc as a program delivery method in the future, the technology must be explored and systematically evaluated in a variety of learning situations. Studying the adoption of the technology in Extension challenges us to (a) identify those interested in exploring the medium, (b) develop an overall strategy for testing the technology, and (e) organize a method for delivering the evaluative information to decision makers. This article poses a considerable number of questions to be addressed as interactive videodisc is tested for its application in transferring information in Extension

Assuring Youth Raising Livestock for Food Produce a Quality Product

The Nebraska 4-H Assuring Quality program was developed to help youth producers understand responsibilities of raising livestock for food, increase technical knowledge of quality assurance practices, and implement those practices. Participants\u27 knowledge, attitudes, and practices were determined by surveying parents using a post-then-pre method. Mean retrospective pre-scores showed that youths significantly increased their knowledge, positively changed their attitudes, and implemented better quality assurance management practices in each of the five subject areas taught: (a) quality assurance concepts, (b) feeding and watering, (c) animal identification, (d) housing and facilities and (e) prevention of problems

Assessing Interactive Videodisc In Extension

If Extension is going to use interactive videodisc as a program delivery method in the future, the technology must be explored and systematically evaluated in a variety of learning situations

Incentives and Obstacles Influencing Higher Education Faculty and Administrators to Teach Via Distance

This study examined incentives that encourage faculty to develop educational opportunities via distance and obstacles that discourage them from doing so. The primary incentives centered on intrinsic or personal rewards. These rewards included opportunities to provide innovative instruction and apply new teaching techniques as well as self-gratification, fulfilling a personal desire to teach, recognition of their work, and peer recognition. Other incentives included extending educational opportunities beyond the traditional institutional walls so place-bound students have access and release time for faculty preparation. The major perceived obstacles related to time requirements, developing effective technology skills, and assistance and support needs. Monetary awards for faculty and the cost to the student were seen as neither incentives nor obstacles. Faculty were divided on how they saw distance teaching affecting their yearly evaluation process and their promotion/tenure needs; about 40% saw it as an incentive, while about 30% saw it as an obstacle

Incentives and Obstacles Influencing Higher Education Faculty and Administrators to Teach Via Distance

This study examined incentives that encourage faculty to develop educational opportunities via distance and obstacles that discourage them from doing so. The primary incentives centered on intrinsic or personal rewards. These rewards included opportunities to provide innovative instruction and apply new teaching techniques as well as self-gratification, fulfilling a personal desire to teach, recognition of their work, and peer recognition. Other incentives included extending educational opportunities beyond the traditional institutional walls so place-bound students have access and release time for faculty preparation. The major perceived obstacles related to time requirements, developing effective technology skills, and assistance and support needs. Monetary awards for faculty and the cost to the student were seen as neither incentives nor obstacles. Faculty were divided on how they saw distance teaching affecting their yearly evaluation process and their promotion/tenure needs; about 40% saw it as an incentive, while about 30% saw it as an obstacle