6 pages, The COVID-19 pandemic has restricted traditional delivery of Extension programs. Our group of Rutgers agricultural agents responded by developing a weekly webinar series to remotely continue agricultural consultations and provide an open forum for farmers. Pandemic-related topics included farm labor, compliance with state executive orders, supply-chain disruptions, livestock processing, farmer assistance programs, and other issues. Participation from 258 farmers, agricultural agencies, and other groups resulted in effective networking and timely delivery of information to the agriculture industry. By using available online tools, we were able to efficiently deliver Extension programming and resources to agricultural producers and industry partners. Our efforts may be informative for others as needs related to the pandemic evolve.
22 pages., via online journal., Scientists are frequently asked to broadly share their expertise and research with a variety of audiences, beyond typical academic circles in their home disciplines. That could include developing community engagement programs, school outreach, leveraging online social networks, and other activities. The purpose of this study was to examine U.S. agricultural and natural resources (ANR) scientists’ typical science communication channels, their experiences utilizing Twitter for sharing their knowledge, research, and engaging in online public science discussion. Diffusion of Innovations theory and the model of science in-reach versus outreach guided this study. Researchers used a qualitative case study design. Data collection included ANR scientist interviews (n = 8) and application of Internet-based research methods for observing scientists’ Twitter activities. Four themes emerged from the data: 1) academic journals and conferences as scientists’ typical communication channels, yet Extension efforts help to broaden audiences, 2) scientists expected research to be peer-reviewed before public dissemination to combat misinformation and spreading of ‘junk science’, 3) scientists balanced professionalism, personalization, promotion, and Twitter hashtags for engagement, and 4) scientist-identified barriers to using Twitter included lack of time and avoiding heated discussions. Recommendations include revisiting scientists’ job descriptions and expectations for online science engagement. Also, there should be continual development and implementation of science communication training for scientists targeting best Twitter practices, growing followers for outreach beyond academic colleagues and groups, using visuals for online engagement, intentional scheduling for social media, and how to effectively navigate heated online discussions.
4 pages., Article #:3IAW1, via online journal., Scientific literacy is essential for success of youth and adults in the 21st century. In 2017, Oklahoma 4-H Youth Development initiated a fellowship program to address scientific literacy throughout Oklahoma: the STEMist program. Through this program, college students with a background or interest in science are recruited, trained, and sent to teach science workshops to youths at various educational events during the summer months. In its inaugural year, the program reached over 2,000 youths. The program addresses scientific literacy, aids in career readiness, and promotes 4-H to audiences previously unaware of the positive impact it can have on today's young people.
Dyer, J. (author), Stringer, L.C. (author), Dougill, A.J. (author), Leventon, J. (author), Nshimbi, M. (author), Chama, F. (author), Kafwifwi, A. (author), Muledi, J.I. (author), Kaumbu, J.-M.K. (author), Falcao, M. (author), Muhorro, S. (author), Munyemba, F. (author), Kalaba, G.M. (author), and Syampungani, S. (author)
Format:
Online journal article
Publication Date:
2014-05-01
Published:
Elsevier
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 32 Document Number: D10619
9 pages., via online journal., The emphasis on participatory environmental management within international development has started to overcome critiques of traditional exclusionary environmental policy, aligning with shifts towards decentralisation and community empowerment. However, questions are raised regarding the extent to which participation in project design and implementation is meaningful and really engages communities in the process. Calls have been made for further local-level (project and community-scale) research to identify practices that can increase the likelihood of meaningful community engagement within externally initiated projects. This paper presents data from three community-based natural resource management (CBNRM) project case studies from southern Africa, which promote Joint Forest Management (JFM), tree planting for carbon and conservation agriculture. Data collection was carried out through semi-structured interviews with key stakeholders, community-level meetings, focus groups and interviews. We find that an important first step for a meaningful community engagement process is to define ‘community’ in an open and participatory manner. Two-way communication at all stages of the community engagement process is shown to be critical, and charismatic leadership based on mutual respect and clarity of roles and responsibilities is vital to improve the likelihood of participants developing understanding of project aims and philosophy. This can lead to successful project outcomes through community ownership of the project goals and empowerment in project implementation. Specific engagement methods are found to be less important than the contextual and environmental factors associated with each project, but consideration should be given to identifying appropriate methods to ensure community representation. Our findings extend current thinking on the evaluation of participation by making explicit links between the community engagement process and project outcomes, and by identifying further criteria that can be considered in process and outcome-based evaluations. We highlight good practices for future CBNRM projects which can be used by project designers and initiators to further the likelihood of successful project outcomes.
Stearns, Stacey (author / University of Connecticut)
Format:
Presentation
Publication Date:
2018-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09900
Notes:
Presentation at the Association of Communication Excellence (ACE) conference during the Agricultural Media Summit, Scottsdale, Arizona, August 4-8, 2018. 20 pages.
Stearns, Stacey (author / University of Connecticut)
Format:
Presentation
Publication Date:
2018-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09901
Notes:
Presentation at the Association of Communication Excellence (ACE) conference during the Agricultural Media Summit, Scottsdale, Arizona, August 4-8, 2018. 18 pages.
5 pages., Article #: 3TOT6, via online journal., A statewide need for Latino cultural competency training for Utah State University (USU) Extension personnel was identified. The solution involved the collaborative efforts of our team of two USU Extension faculty members and one Washington State University (WSU) Extension faculty member on adaption and customization of a needs assessment tool and a training program originated at WSU. Our collaboration leveraged important limited resources such as subject-matter expertise, training materials, time, and funding while providing a venue for feedback and ideas to improve, update, and enhance an existing program. Garnering administrative support from the start is key to successful cross-state collaborative work and implementation of specialized training to expand Latino outreach capacity in Extension.
