One of the greatest thrills for an Extension educator is being asked,  When\u27s the next one?  at the end of a session. To keep that question coming when teaching non-traditional audiences, these county educators share their tips for designing programs that increase the learner\u27s comfort and create a non-threatening atmosphere. Relationships, cultural differences, use of time and resources, and finding new ways to measure learning progress can all influence programming success

Bairstow, Roger

Berry, Holly

Driscoll, Debra Minar

English

Clemson University: TigerPrints

The Journal of Extension Volume 40 Number 6 Article 18 12-1-2002 Tips for Teaching Non-Traditional Audiences Roger Bairstow Oregon State University, roger.bairstow@orst.edu Holly Berry Oregon State University, holly.berry@orst.edu Debra Minar Driscoll Oregon State University, debra.driscoll@orst.edu This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. Recommended Citation Bairstow, R., Berry, H., & Driscoll, D. M. (2002). Tips for Teaching Non-Traditional Audiences. The Journal of Extension, 40(6), Article 18. https://tigerprints.clemson.edu/joe/vol40/iss6/18 This Tools of the Trade is brought to you for free and open access by the Conferences at TigerPrints. It has been accepted for inclusion in The Journal of Extension by an authorized editor of TigerPrints. For more information, please contact kokeefe@clemson.edu. 	 JOEHOME JOURNAL GUIDELINES ABOUT	JOE CONTACT NATIONAL	JOB	BANKCurrent	Issues Back	IssuesDecember	2002	//	Volume	40	//	Number	6	//	Tools	of	the	Trade	//	6TOT1Tips	for	Teaching	Non-Traditional	AudiencesAbstractOne	of	the	greatest	thrills	for	an	Extension	educator	is	being	asked,	"When's	the	next	one?"	atthe	end	of	a	session.	To	keep	that	question	coming	when	teaching	non-traditional	audiences,these	county	educators	share	their	tips	for	designing	programs	that	increase	the	learner'scomfort	and	create	a	non-threatening	atmosphere.	Relationships,	cultural	differences,	use	oftime	and	resources,	and	finding	new	ways	to	measure	learning	progress	can	all	influenceprogramming	success.	Family	and	Community	Education	FacultyOregon	State	University	Extension	ServiceIntroductionOne	of	the	greatest	thrills	for	an	Extension	educator	is	being	asked,	"When's	the	next	one?"	at	theend	of	a	session.	And,	when	the	questioner	is	participating	in	a	program	targeted	to	a	hard-to-reach	or	underserved	audience,	it	is	even	more	rewarding.Delivering	educational	programs	to	those	of	different	cultures	can	challenge	us	to	re-think	ourmethods,	mindsets,	and	assumptions	(Schauber	&	Castania,	2001).	Successful	educationalprograms	start	with	a	design	that	is	culturally	appropriate	for	the	learner.	The	design	considers	thecurrent	resources	of	the	learner,	including	transportation,	childcare,	timing,	duration,	and	evenprior	topical	experience.	Overall,	a	successfully	designed	learning	experience	increases	thelearner's	ability	to	participate	in	the	world	around	them.	It	allows	for	the	evolution	of	the	learnersand	should	be	at	the	heart	of	what	we	do.Influential	FactorsWe	have	found	six	categories	that	influence	programming	success.	They	are	key	areas	to	considerwhen	designing	new	programs	or	retooling	existing	programs	for	new	audiences.RelationshipsRelationships	are	crucial	to	program	success.	More	emphasis	is	placed	on	relationships	in	manyother	countries	(Warrix	&	Bocanergra,	1998).	Who	you	know	and	the	quality	of	the	relationshipsyou	have	will	influence	success.	Finding	an	individual	who	is	directly	connected	to	the	audienceand	with	whom	honest	and	open	discussion	is	possible	can	provide	valuable	inroads.	Strengthenthat	relationship	by	becoming	a	learner	and	really	listening.	Be	humble,	and	realize	that,	althoughyou	may	know	a	lot,	you	don't	know	everything.	Make	the	environment	comfortable.	Be	sure	totake	note	of	family	relationships	among	the	participants.Roger	BairstowMcMinnville,	OregonInternet	Address:	roger.bairstow@orst.eduHolly	BerrySalem,	OregonInternet	Address:	holly.berry@orst.eduDebra	Minar	DriscollInternet	Address:	debra.driscoll@orst.eduTeaching	Tip:	Focus	the	first	few	program	sessions	on	social	engagement,	with	only	a	smallamount	of	instruction.	As	you	get	to	know	the	group	better	and	as	they	begin	to	know	you	andtrust	you,	it	will	be	possible	to	achieve	more	of	a	balance	between	instruction	and	relationshipbuilding.Cultural	ConsiderationsCultural	considerations	are	key	to	determining	the	scheduling	of	programs,	the	depth	and	breathof	subject	matter	content,	the	extent	of	technology	use,	and	how	impacts	are	measured.	Non-traditional	audiences	(e.g.,	low-income,	non-Anglo,	etc.)	are	apt	to	respond	better	to	instructorswho	can	appreciate	their	values	and	culture	(Couchman,	Williams,	&	Cadwalader,	1994;	Wilson,2001).	Within	many	cultures,	families	are	the	center	of	their	lives.	Failing	to	accommodate	for	thismay	affect	the	level	of	participation	in	a	program.Teaching	Tip:	Conduct	whole	family	events	with	quiet	places	for	children	in	another	part	of	thesame	room.	Parents	may	feel	less	stress	having	children	close	than	having	children	in	anotherroom	out	of	sight.	Do	not	assume	that	your	new	audience	does	things	the	same	way	you	do.	Beopen	to	learning	about	cultural	differences	in	manners,	food,	speaking	in	a	group,	eye	contact,	andother	factors.LanguageLanguage	is	the	lifeblood	of	the	culture.	"It	loses	in	translation"	is	a	phrase	not	to	be	taken	lightly.Materials	must	be	appropriately	designed	for	the	target	audience.	Materials	designed	for	middle-class,	Anglo,	or	English-speaking	groups	may	not	have	the	same	meaning	to	a	low-incomeaudience	or	people	native	to	Mexico,	Central	or	South	America,	or	Asian	countries	(Couchman,Williams,	&	Cadwalader,	1994;	Watson,	2001).Teaching	Tip:	Learning	is	more	effective	in	the	learner's	native	language.	Put	the	focus	on	thelearner	by	hiring	appropriate	staff	to	deliver	the	education	in	the	learner's	native	language.	Verbaltranslation	can	be	time	consuming,	cumbersome	and	inaccurate.TimeTime	is	a	precious	resource.	Within	the	culture	of	Extension	there	is	the	tendency	to	cram	as	muchas	possible	into	an	hour,	rushing	through	interactions,	multi-tasking,	throwing	reports	together,and	eating	on	the	run.If	you	do	not	have	time	to	build	relationships	with	key	individuals,	however,	you	probably	do	nothave	time	necessary	to	create	effective	programs	for	audiences	of	other	cultures.	The	time	youtake	to	build	essential	relationships	and	learn	important	aspects	of	the	culture	is	time	well	spent.Teaching	Tip:	Have	realistic	expectations	for	the	first	year	of	a	program	plan.	Allow	the	timeneeded	to	gain	deeper	understanding	of	the	audience.	Work	with	key	individuals	to	create	alearning	opportunity	that	will	be	meaningful	to	the	learners.Local	ResourcesLocal	resources	will	affect	educational	program	design.	Many	agencies	and	organizations	are	tryingto	reach	people	they	never	have	before	(Couchman,	Williams,	&	Cadwalader,	1994).	No	singleorganization	has	what	it	takes	to	do	it	all.	Partnering	with	agencies	that	work	with	your	targetaudience	is	a	successful	method	of	capitalizing	on	organizational	strengths.	When	eachorganization	does	what	they	do	naturally,	it	is	not	seen	as	extra	work.Teaching	Tip:	Collaborate	with	local	agencies	and	services	that	are	linked	to	the	target	audience.Many	will	be	interested	in	cooperating.	When	each	can	do	what	they	do	best,	all	will	win.Measuring	ProgressMeasuring	progress	the	"Extension	way"	usually	means	collecting	information	through	writtensurveys.	What	are	other,	less-structured	possibilities	to	evaluate	a	program's	impact?	A	menu	ofdifferent	techniques	should	be	considered.	Personal	journals	and	in-depth	interviews	of	staff	canreveal	important	information.	Focus	group	discussions	and	follow-up	phone	calls	may	uncoverpertinent,	reportable	facts.Teaching	Tip:	The	way	information	is	collected	must	be	designed	with	the	same	integrity	as	theprogram.	If	programming	efforts	reflect	a	high	degree	of	relationship	building	with	participants,	theevaluation	must	honor	the	relationships	built.ConclusionWhen	reaching	out	to	new	audiences,	we	must	take	the	time	to	fully	understand	the	dynamicsinvolved	and	be	prepared	to	set	aside	egos	and	traditional	ideas.	"The	way	we've	always	done	it"does	not	mean	that's	the	way	it	always	should	be	done.ReferencesCouchman,	G.,	Williams,	G.,	&	Cadwalader,	D.	(1994).	Three	keys	to	a	successful	limited-resourcefamilies	program.	Journal	of	Extension	[On-line],	32(2).	Available	at:http://www.joe.org/joe/1994august/a2.htmlSchauber,	A.	&	Castania,	K.	(2001).	Facing	issues	of	diversity:	Rebirthing	the	Extension	service.Journal	of	Extension	[On-line],	39(6).	Available	athttp://www.joe.org/joe/2001december/comm2.htmlWarrix,	M.	B.,	&	Bocanegra,	M.	(1998).	Keys	to	building	successful	training	programs	for	Hispanicfamily	day	care	providers.	Journal	of	Extension	[On-line],	36(6).	Available	at:http://www.joe.org/joe/1998december/a4.htmlWatson,	W.	S.	(2001).	Translating	Extension	publications	into	Spanish:	Practical	hints	for	Extensionprofessionals.	Journal	of	Extension	[On-line],	39(6).	Available	at:http://www.joe.org/joe/2001december/tt2.htmlWilson,	M.	S.	(2001).	Cultural	considerations	in	online	instruction	and	learning.	Distance	Education;Melbourne.Copyright	©	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Articles	appearing	in	the	Journal	become	the	property	of	theJournal.	 Single	 copies	 of	 articles	may	 be	 reproduced	 in	 electronic	 or	 print	 form	 for	 use	 in	 educational	 or	 trainingactivities.	Inclusion	of	articles	in	other	publications,	electronic	sources,	or	systematic	large-scale	distribution	may	bedone	only	with	prior	electronic	or	written	permission	of	the	Journal	Editorial	Office,	joe-ed@joe.org.If	you	have	difficulties	viewing	or	printing	this	page,	please	contact	JOE	Technical	Support©	Copyright	by	Extension	Journal,	Inc.	ISSN	1077-5315.	Copyright	Policy

Tips for Teaching Non-Traditional Audiences

https://tigerprints.clemson.edu/cgi/viewcontent.cgi?article=5230&context=joe

Tips for Teaching Non-Traditional Audiences

Abstract

Similar works

Full text

Available Versions

Clemson University: TigerPrints