Situational Complexity and the Perception of Credible Evidence

Situational complexity is the distinction between simple, technically complicated, socially complicated, and complex situations. Programs that operate in simple situations are usually able to follow a prescribed course of action, or recipe, while programs operating in more complicated or complex situations must be flexible and responsive. In this article, the authors present findings from an exploratory, multiple-case study of the credibility of evidence in four distinct program situations ranging from simple to complex. Key informant interviews were conducted with 16 key informants, both internal and external to Extension. The findings were generally that the more complex the situation, the more likely that flexible or mixed-methods approaches were employed to strengthen program credibility. Across all the cases, the relationships that Extension educators have built with stakeholders played a pivotal role in building credibility of evidence. We conclude that sometimes situational complexity matters, sometimes methods matter, sometimes reporting style matters, but what always matters is the trusting relationship between the delivery organization and the stakeholder

Making ResourceFULL™ Decisions: A Process Model for Civic Engagement

Many public issues are becoming more complex, interconnected, and cannot be resolved by one individual or entity. Research shows an informed decision is not enough. Addressing these issues requires authentic civic engagement (deliberative dialogue) with the public to reach resourceFULLTM decisions—a decision based on diverse sources of information and supported with resources (including human), competence, and commitment. The University of Minnesota Extension has developed a research-informed Model for Civic Engagement as a tool to describe a process for authentic civic engagement and support educational outreach. This article describes the Model and its applicability to educate on civic engagement

Evaluating for Public Value: Clarifying the Relationship Between Public Value and Program Evaluation

This article presents a framework that integrates the concept of public value, known primarily in public administration and public sector economics circles, with program evaluation. We identify four components of this Evaluating for Public Value (EPV) framework. These are: (1) the “publicness” of the participant and the participant’s goals; (2) organizational credibility, which incorporates participant and stakeholder perceptions of the program, as well as the delivery organization; (3) program outcomes, with an emphasis on the value gained by program participants; and (4) broader impacts. The notion of measuring a program’s publicness is perhaps the most novel aspect of this framework. Extension professionals tend to think about who they are serving when they design programs, but often do not revisit these issues as part of program evaluation. This paper also provides guidance on strategies for measuring broader impacts, such as use of the community capitals framework or measurement of social capital creation

Increasing beef production won’t reduce emissions

BP is supported by a grant from CAPES (Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) through the Brazilian Science without Borders programme (number 88881.068115/2014-01). He thanks Luciana Leite de Araújo for suggesting the topic of this letter.Peer reviewedPostprin

Thinking outside the plot: monitoring forest biodiversity for social-ecological research

Protecting biodiversity, either for its own sake or for its value to humanity, is a principal goal of conservation efforts worldwide. For this reason, many studies on the social science of resource management and governance seek to quantify biodiversity outcomes. Here, we focus on the International Forestry Resources and Institutions program to demonstrate some of the challenges of quantitative biodiversity assessment and suggest ways to overcome them. One of this program's research goals is to understand the causes of biodiversity loss, which is explicitly assessed using plot-based forest sampling. Plot-based methods to capture biodiversity changes require huge amounts of data. Even if sampling is sufficient, existing protocols can only capture changes in the types of species actually sampled, typically trees. Other elements of biodiversity are not censused, including animals, herbs, shrubs, fungi, and epiphytes that may provide medicine, food, wildlife habitat, trade items, or cultural goods. Using case studies of two sites in Uganda, we demonstrate that more spatially extensive surveys targeting multiple types of data can give a broader picture of forest status and changes than can plot-based sampling alone; many relevant variables can be observed while traveling among plot points with little additional effort. Reviewing the ecological literature, we identify correlates of forest status that can supplement plot-based sampling. These include large trees, epiphyte-laden trees, culturally or commercially valuable species, large stumps, and evidence of hunting and trapping. Further, data elicited from local resource users can play an important role in biodiversity monitoring. These findings suggest that effective biodiversity monitoring may be within easier reach than previously thought, although robust comparisons among sites remains a challenge, especially when climate, soils, or site history differ greatly

From Knowledge to Action: Tips for Encouraging and Measuring Program-Related Behavior Change

It is challenging to document the behavior changes that result from Extension programming. This article describes an evaluation method we call the action items method. Unlike other approaches for measuring behavior change, this method requires program participants to define their own action plans as part of a program and then asks them about completing these goals several months after program completion. To the extent that we help participants identify specific behavioral changes that move them beyond their individual lives, we also exemplify the public value of Extension programming

Línea base de estudio de la biodiversidad, servicios ambientales y valores para la conservación de bosques secundarios y maduros en el Corredor Biológico Osa

Proyecto de Investigación. Instituto Tecnológico de Costa Rica. Escuela de Ingeniería Forestal, 2011Durante el 2009 se seleccionaron 14 sitios para monitorear los cambios de estructura vertical y horizontal, así como la provisión de servicios ambientales en bosques de diferentes estados de sucesión en el Corredor Biológico Osa (CBO). Las edades comprendieron bosques de 5-15 años, 15-30 años, mayores de 30 años y bosque viejo o primario. En el 2010 se seleccionaron cuatro sitios más, y para el 2011 se completó una muestra de veinte sitios, distribuidos en Piro, Matapalo, Los Mogos y Bahía Chal, Puntarenas, Costa Rica. En cada sitio se estableció una parcela permanente de muestreo (PPM) de 5000 m2 (50x100m) para un total de 20 PPM en las cuáles se han llevado a cabo diferentes investigaciones. Se evaluó la recuperación de la composición florística, diversidad, estructura horizontal y vertical. Se identificaron botánicamente los árboles con diámetro a la altura del pecho (dap) ≥ 5 cm, y se determinó la altura total, el dap y el gremio ecológico de las especies. Además, se estudió el comportamiento fenológico de los bosques midiendo la temporalidad de la floración y fructificación. Se estimó la biomasa arriba del suelo con el uso de sensores remotos y se desarrolló un estudio de fragmentación y conectividad del CBO. Se determinó la fracción de carbono y el peso específico básico de cuatro especies forestales. Conjuntamente, se cuantificó la biomasa sobre el suelo y el contenido de carbono orgánico en el suelo. Además, con diversos datos generados se determinó un tamaño óptimo de parcela para estimar biomasa y se empleó la variable de área basal para estimar biomasa arriba del suelo. Los resultados generales indican que los bosques secundarios son de alto valor para la conservación, además resguardan y se desarrollan especímenes de bosques primarios, endémicas y con algún grado de amenaza. Se comprobó que los bosques primarios al norte del CBO, difieren a los del sur, y que la abundancia de especies esciófitas y palmas provocaron las diferencias con los bosques secundarios. La recuperación de la composición florística, estructura horizontal y vertical a lo largo de la sucesión, indicó que los bosques alterados se están desarrollando adecuadamente, con una tendencia asemejarse a las unidades de crecimiento primario. Se logró proponer una metodología para generar modelos de biomasa aérea con imágenes satelitales individuales. Se encontró que el CB muestra procesos de recuperación y deforestación de la cobertura en forma simultánea, reportándose una disminución en el número de parches de bosque durante el periodo en estudio. Además, se encontraron diferencias en el peso específico básico y la fracción de carbono en las especies en estudio y se observó que se deben tomar en consideración cuando se pretenda calcular el almacenamiento de carbono de una especie en particular. Se encontraron tendencias que mostraron el aumento en la biomasa conforme se incrementaba la etapa de sucesión del bosque y se encontró que el tamaño óptimo de parcela para estimar biomasa en los bosques húmedos tropicales de la Península de Osa, está entre 1000 y 1500 m2. Además de los resultados numéricos, se efectuaron dos ponencias en congresos nacionales y dos en congresos internacionales. Se ejecutaron ocho tesis de graduación y se participó en un encuentro de investigación realizado en el Área de Conservación Osa

Public Value Posters: Conveying Societal Benefits of Extension Programs Through Evaluation Evidence

The public value poster session is a new tool for effectively demonstrating and reporting the public value of Extension programming. Akin to the research posters that have long played a critical role in the sharing of findings from academic studies, the public value poster provides a consistent format for conveying the benefits to society of Extension programs and resources. This article provides background on the creation of a public value poster rubric and the implementation of an inaugural public value poster session. This type of session holds enormous potential for building capacity to link program evaluation with public value messaging

Participatory Evaluation and Learning: A Case Example Involving Ripple Effects Mapping of a Tourism Assessment Program

Engaging communities through research-based participatory evaluation and learning methods can be rewarding for both a community and Extension. A case study of a community tourism development program evaluation shows how participatory evaluation and learning can be mutually reinforcing activities. Many communities value the opportunity to reflect on progress made toward development goals and efforts that help accomplish these goals. Application of select evaluation and teaching tools helps stakeholders in a community refine definitions of success. By adopting the methods outlined in this article, Extension educators and program evaluators can deepen their engagement with partner communities in a variety of realms

Pathways to Community Leadership in Rapidly Diversifying Communities: Preliminary Results

Presentation made at Latinos in the Heartland (12th : 2014 : St. Louis, Mo.) and published in the annual conference proceedingThis proposed research begins with the idea that leadership becomes more challenging as groups that include a diversity of cultures and agendas become involved. How do integrative leaders communicate with, inspire, and work with diverse coalitions that cross cultural, national, sectorial, and partisan boundaries? The University of Minnesota Extension Center for Community Vitality proposes to conduct an explanatory case study of "Integrative Leadership in Rapidly Diversifying Rural Communities." Specific research questions asked included: a) What specific strategies have public, private, and non-profit sectors deployed to create integrative leadership across sectors and ethnic differences? b) To what extent have demographically diverse communities promoted opportunities for integrative leadership? and c) How can successful integrative leadership strategies be best incorporated into a leadership education program