Pages 75-76 in Extension Service Circular 544, Review of Extension Research, January through December 1961, U.S. Department of Agriculture, Washington, D.C. Summary of seminar report for the master of science in education degree, University of Wisconsin, Madison. 1961. 63 pages.
Pages 12-13 in Extension Circular 534, Review of Extension Research, January through December 1960, U.S. Department of Agriculture, Washington, D.C. Summary of research, Agricultural Extension Service, University of Arizona, Tucson. 1960. 50 pages., Includes public attitudes toward farmers and evidence of lack of understanding of farm problems and relationship of government to agriculture.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 195 Document Number: D08000
Notes:
John L. Woods Collection, Resource compiled for a doctoral student, John Woods, with citations organized within 12 categories. Categories include historic, extension, development and others involving organizations related to agriculture.84 pages.
21 pages., via online journal., Agricultural and forestry advisers and other technical service providers play an important role in supporting farmers and foresters to adapt to climate change. However, not all agricultural and forestry advisers are comfortable talking about climate change with land managers. While there is a demonstrated interest related to climate-related professional development, few examples of curricula developed with the express purpose of serving this audience and a systematic review of these curricula has not been conducted. To address this gap, we reviewed 12 curricula which were developed and implemented between 2001 and 2017. The goal of this review is to apply the lessons learned from a range of climate change-focused curricula to new, regionally or sector-specific educational programs targeting both agricultural advisers and innovative farmers. Our findings suggest that developers of future educational programs consider the following: (a) the specific needs of their audience, including topical interests and learning needs; (b) the use of interdisciplinary teams for curricula development; (c) trade-offs associated with inclusivity and depth of course content; and (d) the advantages of project-based education approaches suited for adult learning audiences. By applying these concepts to future curricula, these curricula are likely to have the greatest level of impact.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 112 Document Number: C10976
Journal Title Details:
13 pages
Notes:
Papers by the recipients of awards in 1977, Paul A. Funk Recognition Program, University of Illinois at Urbana-Champaign, College of Agriculture Special Publication 48, October, 1977
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 119 Document Number: C13501
Notes:
5 p., APEN (Australasia Pacific Extension Network) 2001 International Conference, Oct3-5, 2001, at University of South queensland, Toowoomba, Queensland, Australia
