Cooperative Extension Programs Research Articles

Community-Based Green Infrastructure, A Rutgers Cooperative Extension Urban Extension Initiative

A successful urban Cooperative Extension (Extension) program has been developed by the Rutgers Cooperative Extension Water Resources Program around green infrastructure in New Jersey. The program has gained the trust of the regulators at the New Jersey Department of Environmental Protection, the U.S. Environmental Protection Agency, the nonprofit community, state groups, elected officials, and consultants. This paper discusses the development process of an urban Extension program to work with communities to address their combined sewer overflow issues, including educational programs, partnerships, and funding. Additionally, the paper discusses the implementation of the program in Camden City, New Jersey, and the impacts associated with the program’s implementation. Finally, the paper provides a vision for regional collaboration among Land-Grant Universities around green infrastructure.

Assessing the Prior Intercultural Experiences, Motivating Factors and Deterrents influencing 4-H Members’ Intention to Participate an International Experience Program

International experience programs (IEPs), such as International 4-H Youth Exchange (IFYE) and other programs employed by U.S Cooperative Extension Programs and international partners, can forge students’ development of a global perspective. The purpose of this study was to determine 4-H members’ prior intercultural experience, perceived motivating factors to participation in an IEP, perceived deterrents to participation in an IEP, and 4-H members’ intentions to participate in an IEP; and to explain 4-H members’ intention to participate in an IEP. Results of this study suggest that 4-H members’ intention to participate in an IEP is predicted by prior intercultural experiences. The effect of prior intercultural experiences is mediated by motivating factors, that is as motivating factors increase, intent increases while reducing the effect of prior intercultural experiences. A recommendation for practitioners to use to bridge the gap between 4-H members and other cultures is to provide varied intercultural experiences in or near the youths’ own community.

From Carrots to Peas and Parsnips: Programming Flexibility through Guided Multisensory Exploration in an Early Childhood Environment

Early childhood interventions that include food tasting have assessed factors affecting food preferences. In the U.S., Cooperative Extension programs teach children through sensory experiences. However such interventions have not been empirically tested. The aim of Massachusetts Farm Fresh was to assess the feasibility of a multisensory‐based research approach to vegetable familiarization with 3–5 year old children in an early childhood education environment. Outcome measures quantified the shifts from baseline to follow‐up in children's (1) willingness‐to‐explore (WTE) scores, determined with a 5‐category rating scale (0–4; 0=no engagement, examined, smelled, licked, 4=swallowed 1≥ bites), (2) willingness‐to‐try rating scale, WRS (examined, licked only, spit out), and (3) consumption in grams (gm). Ten classrooms across 6 Head Start sites were selected for the 7‐week study. Four classrooms were assigned to a puppet‐guided (PG) intervention (n=90 children) and six comprised the facilitator‐guided (FG) counterpart (n=94 children). Eight vegetables were chosen for their diverse sensory qualities and pairings were created based on similarities in shape, texture, and growth pattern: [green bean‐sugar snap pea (pods), broccoli‐cauliflower (tree), beet‐radish (root), and carrot‐parsnip (long root)]. Using the USDA Nutrient Database (NDB) criteria (≥4.0g of sugar/100 gm) “sweet” tasting vegetables included carrots, parsnip, beets and snap peas. Grounded in the Social Cognitive Theory and incorporating the play approach, during 4 weekly PG sessions, two farm animal puppets together explored one vegetable (e.g. green beans) with their senses. Immediately following, one puppet guided the children through sensory exploration of the other vegetable in that pair (e.g. peas). In the weekly FG sessions, trained facilitators introduced the same lesson plans as in the PG sessions. At baseline and follow‐up, vegetables were offered raw (56.0 g serving; 7.0 g/vegetable). Pre‐post WTE, WRS, and consumption data were collected and analyzed using SAS, with descriptive statistics, paired‐t tests and ANCOVA. Among those with complete pre‐post data (n=60 PG; n=50 FG), PG children increased intakes (gm) for peas (1.32±0.26 vs. 2.03±0.36; p=0.04), and parsnips (1.31±0.24 vs. 2.06±0.35; p=0.04). FG children increased intake for carrots (pre: 2.45+0.39 vs. post: 3.49+0.43; p=0.013) and radishes (0.90+0.22 vs. 1.45+0.29; p=0.023). At follow‐up, both PG and FG children improved from 0 to 1 on the WTE scale (PG: p=0.031; FG: p=0.027), with more FG children receiving the highest exploration rating of 4 (48% vs. 54%; p=0.042). Compared to PG, the FG children had higher intakes from the sweet‐taste category (pre 7.41±0.82 vs. post 9.75 ±1.14; p=0.02 vs. PG: pre 3.47±0.17 vs. 6.43±0.23; p=0.009). Children from both groups showed interest in exploring those vegetables which they initially were hesitant to explore/try. PG children showed greater flexibility in willingness to consume distinct taxonomical types evidenced by increased consumption from “pods” and “roots”. FG children showed increases but were limited from within one taxonomical type (root). A multisensory‐based approach to vegetable familiarization is feasible in an early childhood environment. Such interventions should optimize flexibility by incorporating taxonomically diverse vegetables and visually engaging children with a wide range of “shapes”.Support or Funding InformationThis work was funded by USDA‐NIFA HATCH GRANT MAS009.

What’s in Your Water? Development and Evaluation of the Virginia Household Water Quality Program and Virginia Master Well Owner Network

Approximately one-fifth of Virginians (about 1.7 million people) rely on private water supplies (e.g., wells, springs, cisterns) for their household water. Unlike public water systems, the Environmental Protection Agency (EPA) does not regulate private systems. As a result, private water system owners are solely responsible for system maintenance and water quality but are often unaware of common issues and lack access to objective information. We report on the development and evaluation of the Virginia Household Water Quality Program (VAHWQP), an ongoing Virginia Cooperative Extension (VCE) program that provides affordable water testing and education about private water supply system maintenance and groundwater protection. A companion capacity-building program, the Virginia Master Well Owner Network (VAMWON), provides training to volunteers, agency collaborators, and VCE agents who support the goals and objectives of the VAHWQP by conducting VAHWQP drinking water clinics and other outreach efforts. Program assessment findings indicate that VAHWQP drinking water clinic participants regard this programming favorably and are taking recommended actions. We discuss the program assessment framework and continued efforts to improve these programs to achieve long-term behavioral changes regarding water testing and system maintenance, which will yield safer private water supplies and improved environmental stewardship.

UC Global Food Initiative: UC ANR student fellows work on food insecurity, food communication and developing the next generation of Cooperative Extension experts

Research news UC Global Food Initiative: UC ANR student fellows work on food insecurity, food communication and developing the next generation of Cooperative Extension experts T he UC Global Food Initiative (GFI), launched by UC President Janet Napolitano in July 2014, is a systemwide effort to address food security, health and sustainability through coordinated work across the 10 campuses, UC Agriculture and Natural Resources (UC ANR) and Lawrence Berkeley National Laboratory. The GFI targets food systems at all scales, from the local to the global, and aims to drive changes that will help to sustainably and nutritiously feed a world population of 8 billion by 2025. Among the first programs funded through the GFI was a fellowship program for UC students. In December 2014, Napolitano announced the 54 winners, each of whom received a $2,500 stipend. UC ANR’s three GFI student fel- lows have worked on projects this year with researchers or staff in the division. Jacqueline Chang, who graduated in May from UC Berkeley with a degree in nutritional sciences, helped to carry out a two-pronged study of food insecurity and food environments on the 10 UC campuses. The project was motivated, Chang said, by the grow- ing evidence that many college students, for a variety of reasons, ex- perience food insecurity, which the U.S. Department of Agriculture defines as “limited or uncertain availability of nutritionally adequate and safe foods or limited or uncertain ability to acquire acceptable foods in socially acceptable ways.” She worked with Director Lorrene Ritchie and other UC ANR researchers at the Nutrition Policy Institute. The project included two major parts: A 10-campus sur- vey of students designed to gather data on the prevalence and correlates of food insecurity; and a study of the retail food environment in the vicinity of each UC campus that assessed the quality of the available foods. Chang presented results from the food environment study at a conference of GFI fellows in July. Nutrition Policy Institute researchers are continuing to analyze data from the 10-campus survey. During her undergraduate years, Global Food Initiative 140 CALIFORNIA AGRICULTURE • VOLUME 69 , NUMBER 3 Chang was involved in several food security initiatives on the UC Berkeley campus and in the city of Berkeley. She is currently working at a health clinic in Los Angeles through Community HealthCorps, an AmeriCorps-funded program. Samantha Smith, a graduate student in public health sciences at UC Davis, used her GFI fellowship to interview UC scientists about their research and extension efforts in agriculture, food and nutrition. The objective, she said, was to tell the stories of “people who have been notorious for not tooting their own horns.” Working with Constance Schneider, UC ANR’s Youth, Families and Communities Director, as well as UC ANR Public Information Representative Jeannette Warnert, Smith wrote six profiles that are now featured in the “Stories from the field” section on the UC ANR Global Food Initiative website. “There will never be a time when having writing skills is not going to be useful,” said Smith, who learned of the GFI fellowship opportunity in a communications course during the Fall 2014 quarter. Smith completed her MPH degree in September and is currently working with a group developing a smartphone app related to personal sexual health and safety. Kevi Mace, a doctoral candidate in the Department of Environmental Science, Policy and Management at UC Berkeley, used her GFI fellowship to expand her ongo- ing work to raise awareness about career opportunities in Cooperative Extension (CE) and help graduate students develop skills for CE work. Many graduate students are interested in doing applied science but don’t know much about CE, Mace said. “If you don’t know what it is, it’s hard to go about preparing to do extension,” she said. Mace grew up in rural Colorado and is a 4-H alum. In 2014, she was a member of the first cohort of graduate stu- dents funded through a 3-year UC ANR pilot, the Graduate Training in Cooperative Extension program. CE-specific training through the program includes workshops on out- reach to non-scientists, communicating with people outside one’s field and writing effective policy briefs. Mace’s fellowship, with UC ANR Program Policy Analyst Vanessa Murua, supported her work in helping to host this year’s CE showcase, an annual outreach event for students on the Berkeley campus in February. c — Jim Downing

Programming for the Public Good: Ensuring Public Value Through the Cooperative Extension Program Development Model

Effective Cooperative Extension programs produce important private and public value for individuals, families, businesses, and communities. However, the public value of Extension programming often goes unmeasured and unarticulated. Extension needs to reclaim its role as a key provider of public value for LandGrant Universities through strong educational programs driven by infusing public value into all elements of the Extension Program Development Model. This article describes Extension’s public value movement including organizational, professional, program, and scholarship development efforts to enhance public good effectiveness articulation. Lessons learned, implications, and next steps for Extension’s public value success through a strong program development model are also shared.

The Cooperative Extension Program Development Model: Adapting to a Changing Context

For over 100 years, Cooperative Extension in the United States has used a consistently articulated program development model including program planning, design and implementation, and evaluation that involves stakeholders in the process. This issue of the Journal of Human Sciences and Extension examines the history and evolution of the program development model for successful Extension work and adaptations to that model that have emerged due to the changing educational context. This issue provides information on how elements of the model have changed over the last 100 years; delves into contemporary issues and challenges; and provides important analysis, implications, lessons learned, and applications for current and future success of Extension programs. In this article, we provide a definition of a program, the rationale for using a program development model in Extension work, the Extension Program Development Model, other program development models used by Extension professionals, and the changing context surrounding Extension work that impacts the Program Development Model.

Developing Extension Professionals to Develop Extension Programs: A Case Study for the Changing Face of Extension

Development of Cooperative Extension programs depends upon the skills and abilities of competent Extension professionals. The most effective manner of building program development competencies in these Extension professionals is through professional development. A wide variety of competencies are necessary for Extension professionals to develop programs, including strong interpersonal skills. Differences exist between the professional development efforts of Extension institutions and are highlighted herein. Major challenges to delivery of professional development include time and budget, but these can be overcome through planning and innovation and use of online or hybrid methods. Professional development for program development is essential to furthering Extension’s mission, especially during times of rapid change.

Cooperative Extension Program Development and the Community-University Engagement Movement: Perspectives from Two Lifelong Extension Professionals

For over 100 years, Cooperative Extension has been bringing university research and resources to communities to help them address critical issues. Historically, Extension was one of the first university engagement models in the country. In the last 20 years, community-university engagement models on campus have intersected and competed with Extension work. These engagement models are challenging Extension’s long-established Program Development Model. Extension is only one vehicle or methodology for engagement work. For Extension to continue to leverage an important place in community-university engagement, it must more fully align the Program Development Model with the standards for assessing successful community-university engagement. Extension professionals also need to examine the program development process with an eye toward the scholarly process for doing engaged work, as well as understand and practice program development in the context of today’s academic and community environments. Recommendations are provided to advance quality Extension program development within community-university engagement models.

Personal Health and Finance Quiz: A Tool for Outreach, Research, and Evaluation

Rutgers Cooperative Extension developed an online self-assessment tool called the Personal Health and Finance Quiz available at http://njaes.rutgers.edu/money/health-finance-quiz/. Believed to be among the first public surveys to simultaneously query users about their health and personal finance practices, the quiz is part of Small Steps to Health and Wealth™ (SSHW), a Cooperative Extension program developed to motivate Americans to take action to improve both their health and personal finances (see http://njaes.rutgers.edu/sshw/). Respondents indicate one of four frequencies for performance of 20 daily activities and receive a Health, Finance, and Total score indicating their frequency of performing activities that health and financial experts recommend. In addition to providing users with personalized feedback, the quiz collects data for research about the health and financial practices of Americans to inform future Extension outreach and can be used as a pre-/post-test to evaluate the impact of SSHW programs. Initial research analyses are planned for 2015.

Awareness and Attitudes of Tennessee Consumers Towards Agricultural Biotechnology: Survey Results

The progress made in the field of biotechnology, also known as Genetic Engineering, over the years has made way for many new outcomes in different fields. However the immense potential of 2biotechnology has not convinced ordinary people to buy into Genetically Modified (GM) foods. A telephone survey conducted by a marketing firm, Advanced Strategic Research (ASR), was contracted to gather data from consumers in selected urban locations in Tennessee. The objective of this paper was to assess awareness and attitudes of Tennesseans towards agricultural biotechnology. The results showed that there is need for disseminating research based information to stakeholders as majority of those surveyed are not aware about agricultural biotechnology and do not have a favorable attitude towards it. Cooperative Extension programs in concert with others have major role to play in the education and information dissemination efforts.

What I Learned from 35 Years of Mistakes

There is no success without errors. Three keys to success are to learn from your errors, to learn from successful people, and to have mentors or role models whose advice and counsel you may follow to minimize errors. It takes more than knowledge and skill to develop a successful Cooperative Extension program. Programs need to be research-based, part of a team effort, and may involve using research and extension programs conducted and developed by others.The best advice given to me on my first real job was, “The only way you’re not going to make mistakes is if you’re not doing your job” (Laubhan, 1972). Another quote from Henry Ford, “Theonly real mistake is the one from which we learn nothing,” added tomy philosophical base (Ford and Crowther, 1922). Without the wisdom conveyedby Laubhan and Ford, plus Oklahoma State University colleague Phil Kenkel’s (1990) famous quote, “How hard can it be?,” mine could have been just another mediocre career.As a dairy and farm boy from Muskogee County, Oklahoma, with a new Ph.D. in agricultural economics, I set out to educate producers in the area of marketing and risk management. I noticed that attendance at meetings and workshops was good. Participants were interested and listened. They even triedsome of my ideas. Nearly all of them, if not all, reverted back to decisions and techniques they had used before my meetings or workshops.Observant and inquisitive soul that I was, I conducted research to determine who was right. The results indicated that the producers were mostly right! If research-based information and education were to be transferred, and management practices were to be changed, either the subject matter and/or the method of delivery had to change.

Rebuilding for the next 100 years

Smith-Lever Act of 1914: An Act to pr colleges in the several States receiving and sixty-two, and of acts suppleme Outlook Outlook Rebuilding for the next 100 years • researching how to make safe, affordable food available to the world’s 7 billion people; • protecting scarce natural resources; • building healthy, prosperous communities; and • educating our future leaders to meet these and to- morrow’s challenges. n 2014 our nation commemorates the 100th anni- versary of the founding of Cooperative Extension. In many ways ANR functions as UC’s 11th cam- For the University of California’s Division of Ag- pus. We don’t grant degrees, but we educate more riculture and Natural Resources (ANR), this is both a than 150,000 California young people every year in year for celebration and for renewal. the California 4-H Youth Development Program. As California’s land-grant research university, UC, One of the original Cooperative Extension programs, in 1914, was given the task of building the Extension 4-H teaches science, engineering, nutrition, ecology system that the Smith-Lever and good citizenship. By participating in 4-H, young Act envisioned would pro- people increase their likelihood of graduating from pel U.S. agriculture into college fivefold. For 100 years, UC Cooperative the modern era. UC ANR ANR doesn’t operate medical centers, but we work Extension has served as ANR’s embraced that vision with a every day to fight childhood obesity and poor nutri- “community ambassador.” prophetic belief that scientific tion. Our Extension nutrition programs reach more knowledge could, indeed, than 222,000 adults and children in 33 counties. transform California into the Through UC Cooperative Extension’s efforts, world’s most successful agri- over the past three decades California’s milk produc- cultural producer. tion has increased 44%; its processing tomato yields For 100 years, UC have increased 69% and almond yields have risen Cooperative Extension has by 122%. served as ANR’s “commu- Using ANR-developed technology, California grow- nity ambassador,” deliver- ers save 100,000 acre feet of water a year. ing research and education When invasive pests like the Asian citrus psyllid programs in every California attack crops, ANR fights back with scientific advances county. During this centen- in pest management and ongoing research to eradicate nial year, we have much the threat. to celebrate, thanks to our Even in times of severe budget cutbacks, ANR con- storied history and the sistently fulfills its public service responsibilities. The 1,350 dedicated individuals university and ANR have suffered through chronic who make UC Cooperative funding declines that have threatened the quality of Extension and all of our programs and ability to serve the state. Now that ANR thrive. California’s finances are improving, we must focus Today, we operate nine on renewal. Research and Extension Among my highest priorities as vice president is Centers, 60 county offices and to rebuild the academic footprint of UC Cooperative three administrative centers, Extension. To sustain UC’s credibility with the people with more than 11,000 acres, it was created to serve, we must continue to replen- 320 Extension researchers ish our ranks (see next page) and revitalize programs and 650 campus-based aca- trimmed during lean budget years. demics devoted to sustaining We also must forge new public-private partnerships UC ANR researcher and improving California’s and strengthen the ones we have to attract diversified checking codling funding sources to our programs. moth trap in a walnut agricultural and natural resources. Through this vast statewide network, ANR deliv- And we must build collaborations within the UC tree at sunrise ers practical, science-based information to California campuses to take advantage of the multidisciplinary growers, ranchers, decision makers and, perhaps most nature of transformative research. importantly, the people of California. These are some of the challenges that keep me Through our partnerships with the agricultural awake at night. We must accomplish these goals and community; state, local and federal agencies; and the more if UC Cooperative Extension and all of ANR are California State University, we address some of the to contribute another 100 years to the health and vi- most pressing problems of our day, including brancy of the California we all treasure. Barbara Allen-Diaz Vice President Division of Agriculture and Natural Resources University of California Jack Kelly Clark I 6 CALIFORNIA AGRICULTURE • VOLUME 68 , NUMBERS 1–2

Collaboration: finding the place for Cooperative Extension in the intersection of community development and health promotion

Interest in and support for local community development (CD) and healthy communities are on the rise. Federal departments – USA Departments of Agriculture, Health and Human Services, Economic Development, and Conservation; higher education institutions – university extension programs, family and community medicine, and health policy centers; community action agencies; and faith-based organizations, have all converged and invested large amounts of resources in improving local communities. Many of the programs or services provided, and funding sources used, are closely related. Yet, collaboration among different professions remains sluggish and spotty. Organizations involved in CD and health promotion in local communities have largely adopted competitive strategies in seeking funding and implementing programs. This article uses case studies from Cooperative Extension programs to discuss the need for Cooperative Extension to be the hub around which active collaboration revolves. The argument is made that Cooperative Extension, because of the breadth and depth of its programs, and its strong ties to local communities (local presence) and networks nationwide, is well placed to promote community and health improvement synergies among diverse professions and organizations.

Academic, Internship, and Cooperative Extension Programs at Botanic Gardens

Fifty-five online survey responses, 15 phone interviews, and 9 site visits were conducted to collect information on academic (for credit) classes, internships, and Cooperative Extension programs at botanic gardens and arboreta in the United States. Academic programs investigated were primarily instructional credit classes. Thirty-five (64%) of the respondents indicated their garden offers an entire or partial academic class on-site. The most limiting factor in offering more academic classes was faculty time or staff limitations, as indicated by 21 participants (38%). Thirty-one (56%) gardens offer some type of internship, although only 16 (30%) were offering an academic (for credit) internship. Respondents indicated extension involvement as follows: Extension Specialists/Extension Master Gardeners (EMG) teach classes on-site, 23 (42%); EMG training was held on-site, 17 (31%); EMG answered questions on-site, 16 (29%); and 26 (47%) indicated “other” extension collaboration. Sixty-six percent reported their working relationship with extension as minimal or fair as opposed to 33% who described their extension relationship as good to excellent. Examples of successful programs in these three areas are presented, which offer models for collaborative work between botanic gardens, academia, and extension.

The Primary Care Extension Program: A Catalyst for Change

The Affordable Care Act authorized, but did not fund, the Primary Care Extension Program (PCEP). Much like the Cooperative Extension Program of the US Department of Agriculture sped the modernization of farming a century ago, the PCEP could speed the transformation of primary care. It could also help achieve other goals such as integrating primary care with public health and translating research into practice. The urgency of these goals and their importance to achieving the Triple Aim for health care should increase interest in rapidly building the PCEP, much as the need to feed the country did a century ago.

SUPPLEMENTARY MATERIAL (Online only): Bibliography of UC ANR research on the Healthy Families and Communities Strategic Initiative priorities

Author(s): Campbell, David | Abstract: Note: The following partial bibliography includes more than 100 peer-reviewed articles published since 2009. Authored by UC ANR academics, these publications address one or more of the three priorities of the HFC strategic initiative: healthy living for obesity prevention, youth science literacy, and positive youth development. Such research informs UC Cooperative Extension teaching and extension programs across California communities.

Explore the World with a Global Education Curriculum

Recognizing and celebrating the diversity that exists in our communities has become a central goal of land-grant institutions and cooperative extension programs. This is coupled with the expectation that youth be equipped for a global workforce where they appreciate different world cultures, be able to evaluate global issues and challenges and understand the inter-connectedness of global systems. Given these points, a Global Education Curriculum developed by the WVU Extension Global Education & Engagement Team is presented as a tool to instill a deeper understanding of and appreciation for cultures, people and global issues by youth and the adults who support them.

Raising Awareness of Assistive Technology in Older Adults Through a Community-Based, Cooperative Extension Program

The Fashion an Easier Lifestyle with Assistive Technology (FELAT) curriculum was developed as a needs-based, community educational program provided through a state Cooperative Extension Service. The overall goal for participants was to raise awareness of assistive technology. Program evaluation included a postassessment and subsequent interview to determine short-term knowledge gain and longer term behavior change. The sample consisted of mainly older, married females. The FELAT program was effective at raising awareness and increasing knowledge of assistive technology, and for many participants, the program acted as a catalyst for planning to or taking action related to assistive technology.

The Perceived Value of an Extension Leadership Network: Enhancing Personal and Organizational Effectiveness

This study was designed to determine the value of the Southern Region Cooperative Extension Program Leadership Network in the United States. Of particular interest was determining the value added by the network for individual extension administrators, their state organizations, and the southern region. The researchers conducted a series of focus groups and an electronic survey of the members of the Southern Region Cooperative Extension Program Leadership Network to determine the value of the network. The Program Leadership Network was found to provide great value for the vast majority of study participants at the individual, team, and organizational levels. This value included enhancing individual performance, encouraging critical thinking, catalyzing best practices, providing opportunities for leadership and skill development, enhancing the relationship between extension programmes, and serving as a think tank for regional and national initiatives. Extension and programme administrators in other regions and countries should examine leadership networks to determine if they are adding value to extension work. Development of a network similar to the Southern Region Cooperative Extension Program Leadership Network could improve individual, team, and organizational effectiveness. This is especially true for enhancing multistate, regional, and national programming. Extension systems and workers will find value in this study since the results indicate that networking of extension workers enhances personal, team, and organizational performance. A secondary value includes the increased number of multistate, regional, and national coordination of extension programming efforts.