Growing Your Professional Development Audience

by Rick Koelsch

Last November this blog discussed the use of Learn (http://Learn.eXtension.org) for accessing a wide range of professional development weginars. In the next week there are 15 professional development webinars targeting Extension faculty on topics suchs as "Helping Children Adjust to the Return of a Military Parent", "Modern Livestock Production Trends and Vulnerabilities", "Use of Surveys in Extension for Program Development and Evaluation", and "County Fairs and Zoonotic Diseases" to name a few. Increasingly, our peers from around the US are coming to this site for their professional development. Participation increased from 3,400 in 2011 to 25,500 in 2012 with another  big jump expected in 2013.

Can our peers around the US find UNL Extension professioal development webinars in eXtension's Learn site?  If not, consider investing 5 minutes to announce your next professional development within Learn in addition to your own typical promotion efforts.  Here's my top 5 reasons for "Why UNL Extension professional development should be found on Learn:"

• #5. Learn maintains a Log of every professional development I Attend, Present, and Follow (click on "Activity" option) that can be quickly used for the next Activity Insight annual report.
• #4 Learn provides a professional looking web page for both promoting and archiving each individual professional development session.
• #3 Learn provides our participants the opportunity to access  handouts, powerpoint slides, and evaluation tool.
• #2 Learn provides us access to an audience from around the US consisting of your peers and other professionals.  Your professional development sessions are actively promoted twice monthly through eXtension newsletters to all Extension professionals registered with eXtension.
• #1 Presenters become recognized around the US for their expertise.

Add your next webinar for faculty professional development or clientele training to Learn.eXtension.org  to grow your reach, your recognition, your impact, and your professionalism.

Communicating with Agencies on Water & Nutrient Management

Rick Koelsch

How well are we communicating our natural resource education opportunities to agencies and organizations addressing water, soil and nutrient issues? Two recent meetings in which I have participated suggest that Extension may be missing some important opportunities.

A recent meeting with Nebraska NRCS State Conservationist Craig Derickson and District Conservationists suggested that professional development of NRCS field staff is a critical need around several issue areas including irrigation, nutrient management, and soils and soil health. Tight NRCS travel budgets has created difficult challenges for NRCS to meet the professional development needs of their field staff.  They were hungry to learn about existing on-line courses through UNL Extension and eXtension as well as planned producer and advisor targeted workshops. The discussion suggested considerable inconsistency in their awareness of workshops that had occurred this past winter and complete lack of knowledge of our on-line course offerings.

This week Katie Pekarek and I met with the NRD managers and shared a two-page summary of nine water related extension initiatives and highlighted in our oral presentation the Brule Water Resources laboratory and its August field day, the Ag Water Management Network (and the value of the Extension/NRD partnership), and the partnership between Extension and Monsanto’s Water Education Center.  In conversations with individual NRD managers I learned that many of the initiatives we shared were new news to the NRD managers.

So how do we better communicate our Extension educational opportunities with NRCS, NRDs, NDEQ, Department of Agriculture and other organizations?  Here are a couple of thoughts for your consideration.  I would welcome additional suggestions you may have:

·         For programs that address natural resource topics in your county or region, have you connected with regional NRD(s), NRCS, or NDEQ offices as possible partners, co-sponsors, or promoters?  These organizations may be able to help us connect with potential clientele as well as offer to their own staffs these educational experiences as a professional development opportunity.

·         Have you met and established a working relationship with the Information/Education Specialist or Public Relations Director for NRDs in your region.  This is an important point of contact within NRDs with which Extension needs to have a strong relationship.

·         Do we need to have a means of collectively gathering all Extension programs on selected topic areas (e.g. ag water use, nutrient management, soil management, water quality, urban/suburban water issues) and sharing with these agencies?  This was the request that was made of UNL Extension by the State and District Conservationists for NRCS. Suggestions as to how we might implement this are welcome.  Volunteers who might serve as a point person for gathering professional development opportunities around one of the topic areas would be most welcome.

 

Please give some thought as to how we might better engage our natural resource related agencies and organization in sharing of our educational program plans and opportunities.   

Does National Science Foundation Fund Extension Ideas?

Rick Koelsch, Associate Dean for UNL Extension

The North Central Agriculture and Natural Resource Program Leaders recently met with NSF program directors from Biological Science and Education and Human Resources to learn about opportunities for Extension faculty within NSF.  Our question to our NSF hosts was “Is there a fit for Extension within NSF funding priorities?”  Our NSF hosts responded “NSF supports all fields of science, except biomedical areas…Agriculture is science.” and “NSF supports science education and research…Extension is science education.”  Those comments provided a good starting point in understanding how that might occur.

NSF uses two fundamental criteria to guide grant application development and review processes:

Intellectual Merit or the potential to advance knowledge; and

Broader Impacts or the potential to benefit society.

Intellectual Merit is generally weighted more heavily than Broader Impact by most NSF review panels and program directors. However, substantial variability exists in quality of proposals for contributing to Broader Impacts. An NSF proposal with a well-planned approach for achieving Broader Impact and faculty with skills in implementing Broader Impact can lend extra value to proposals with strong Intellectual Merit, often separating out those that are funded. Review panels are advised to ask five questions relative to the review of a proposal based upon the Broader Impacts criteria:

1.       How well does the activity advance discovery and understanding while promoting teaching, training, and learning?

2.       How well does the proposed activity broaden the participation of underrepresented groups (e.g., gender, ethnicity, geographic, etc.)?

3.       To what extent will it enhance the infrastructure for research and education, such as facilities, instrumentation, networks, and partnerships?

4.       Will the results be disseminated broadly to enhance scientific and technological understanding?

5.       What may be the benefits of the proposed activity to society?

These five questions provide faculty a framework in which to design a "Broader Impacts" program that may be viewed favorably by NSF review panels.  Notes from our NSF hosts and from NSF website information on Broader Impacts suggest some examples that may fit the NSF vision of Broader Impacts are summarized in the Table below.

 

A few take home messages from our visit with NSF:

• Science education of K-12 and undergraduates is central to the NSF mission.
• Scientific Merit still drives NSF’s interest in a proposal.  Partner with research faculty actively pursuing NSF funding opportunities.
• "Broader Impacts"  science focus should be closely connected to the scientific focus of the research proposed by the NSF proposal. 
• Projects that propose innovative methods of producing Broader Impact are good. Projects that invest is helping others replicate those innovative methods are even better.
• Projects that apply innovative methods for producing Broader Impact are considered.  Projects that evaluate and publish the impact of those innovative methods rise to the top.
• Present your ideas using the NSF vernacular and avoid our own Extension vernacular (e.g. “Broader Impacts” vs. “Extension Engagement”).

Article developed based upon conversations on May 1, 2013 with Steve Ellis and David Campbell, National Science Foundation program leaders, and several web resources addressing Broader Impact from the NSF web site (http://www.nsf.gov/) including Empowering the Nation Through Discovery and Innovation – NSF Strategic Plan for Fiscal Years FY 2011-2016 (http://www.nsf.gov/news/strategicplan/nsfstrategicplan_2011_2016.pdf).

Notes from NSF on Broader Impacts Approaches

Ideas for Extension Application

Training and mentoring undergraduate students to be future professionals.   Offering national or international summer research or outreach programs for middle and high school students, high school teachers, or undergraduate students including many from underrepresented groups.   Research and education activities targeting students from underrepresented groups.

Summer internships for undergraduates with practical field experiences or on-farm research.   Target high school students (including under-represented students) in demonstration or on-farm research projects addressing locally grown food production.  I Design STEM education curriculum related to scientific focus of  an NSF proposal and pilot this emerging science in youth programs.  Is this STEM curriculum unique? Improve clarity of understanding of the emerging science among youth?

Seminars, workshops and symposia targeting society’s knowledge of emerging or controversial applications of science.	Community workshops on local foods, modern agricultural technologies, pre-harvest food safety, animal care, or other science focused topics. Producer workshops on science behind critical agricultural issues such as weed and insect resistance to seed traits or human health implications for anti-biotic use in food animals.
Establishing research and education collaborations with faculty from minority-serving institutions, community colleges, undergraduate institutions.	Partner with community college for Hispanic worker training on latest science in food safety, animal health care, other topics for improving employee on-the-job application of science.
Writing articles, creating websites enhanced by engaging animations and video, or working with science centers on new exhibits on emerging research or science application for non-technical audiences	Partner UNL Extension’s Beef Mobile Science Lab  with animal or veterinary science researchers demonstrating applications of their research Science Center display on the challenge of Feeding 9 Billion People Sustainably.
Assisting journalists with their stories on technical topics	Partner with a Omaha World Herald reporter or Nebraska Farmer editor to present scientific issues such as genetically modified crops, weed and insect resistance to crop protection technologies, or impacts of agricultural water use on aquifers.
Forming start-up companies for disseminating new technologies	Economic development or entrepreneurship faculty partner with researchers as new technologies are introduced into a business.
Developing new art forms or delivery approaches for communicating science to wider audiences.	Art forms?  I need help here. Delivery approaches?  ·   Use of Twitter and mobile apps to reach farmers and the rest of society in real time. ·     On-line agricultural science courses for farm employee continuing education or lay audience understanding of agricultural science issues. ·   Leading/mentoring a group of researchers in a successful social media conversation on emerging science issues. ·   Use our local networks (e.g. Master Gardeners, Corn Grower’s Association) to build a network of citizen scientists for field data collection around scientific questions.

ANR Extension Educators for the 21st Century - Beef

The previous Keeping Up started a discussion around ANR Educators for the 21^st Century.  This blog discusses the critical issues and skill sets for educators delivering transformational education for the beef industry.  Some of the questions that should be considered include: 

• Will some of our educators of the future need to be DVM’s?  Issues related to animal care and health have long been a part of our extension program from a producer perspective.  However, these same topics are increasingly important to the consumer, public policy representatives, and community preparedness planners.  Pre-harvest food safety is also receiving greater emphasis. 

• How does the beef educator of the future respond to the information needs of consumers?  Will beef educators need to invest time in animal agriculture literacy, food safety, or direct marketing from a consumer perspective?  If so, what skill set will be necessary for this group of educators?

• During the 1990’s, the animal industry lost their social license to manage their environmental affairs due to their inattention to this issue. Prescriptive public policy resulted.  In the 2010’s, the animal industry is at risk of losing its social license for managing animal care and growth enhancement technologies. Will Extension need to be actively leading efforts to encourage social responsibility among animal producers?

• Are there entrepreneurial opportunities in beef production?  Direct marketing to consumers and targeted services supporting more traditional production systems may provide future opportunities for young people to enter the beef industry and families to provide opportunities for the next generation.  Will Extension be a pro-active educator on entrepreneurial opportunities in beef production? 

• How will changes in our climate impact beef extension programs of the future?  Range sustainability, alternative feeds, and economics of critical ranching decisions necessary to respond to changes in our climate are a few examples of critical issues being experienced by today's beef producers. 

Below are my thoughts on critical issues for the future of beef systems as well as the skill sets essential for educators to lead educational experiences addressing these issues. I invite faculty to add reactions, suggestions, and modifications to this blog for the ideas presented below.

Table 2.  Potential areas of emphasis, skill sets, and critical issues for Beef Systems Educators.

Focused Educator Title	Critical Issues	Skill Set
Animal/Range Science	Genetic advancement of beef herd Feed alternatives and cost. Sustainable management of range and pasture. Systems based decisions for management of reproductive herd. Agricultural water quality issues associated with confined and pasture feeding. Quality assurance principles for protecting animal well-being and quality of meat product.	Animal and/or range science skills
Veterinary science	Animal health Quality assurance principles for protecting animal well-being and quality of meat product. Pre-harvest management of e coli and other pathogenic organisms. Animal agro-security - Rural community planning for protection of animal and people health from animal and zoonotic disease.	Doctor of Veterinary Medicine
Economic risk management	Management of beef production costs and risk including volatile conditions such as climate, feed cost, and commodity price. Land issues (rental rates, ownership transition) Adding new profit centers through entrepreneurial approaches and accessing of high value markets. Economics of alternative feeds including winter grazing of cattle on corn residues. Farm Bill understanding and participation.	Agricultural economics Business planning, development, and marketing
Consumer Issues	Animal agriculture literacy. Animal care and well being Food safety including use of feed additives such as antibiotics and growth promotants. Alternative production systems. Environmental stewardship Direct marketing – producer to consumer.	Animal science. Communications, marketing, and media competencies.

ANR Extension Educators for the 21st Century - Crops

For Extension field faculty to be seen as leaders and as experts in agricultural and natural resource issues, what are the critical issues to which faculty must be responsive? And what are the skill sets essential for Extension Educators to successfully respond to these issues? These are questions currently being discussed among the ANR program leaders in the north central region as well as our own Extension Leadership Team.

Over the next three Keeping Up articles, I would like to encourage your participation in a discussion of these questions. This article shares some thoughts relative Extension Educators for Cropping Systems issues. Beef Systems and Community Natural Resource discussions will follow.

Below I share a set of critical issues for the future of crop production (local foods will be addressed in a future Keeping Up) as well as my thoughts and questions relative to the skill sets essential for educators to lead educational experiences addressing these issues. I invite faculty to add reactions, suggestions, and modifications to this blog for the ideas presented below.

Table 1. Potential areas of emphasis, critical issues, and skill sets needed by cropping system Extension educators.

 

Critical Issues	Skill Set and Questions about Future Skill Needs
Program Area:  Cropping Systems
a.  Productivity of cropping systems – Can productivity advances match population growth and food demand? b.  Efficient natural resource use.  What is the water, land, and energy footprint of our cropping systems?  How do we improve the efficiency of natural resource use? c.  Crop protection.  Are we able to improve the stewardship and longevity of new seed technologies?  What are the human food safety, worker health and water quality implications of crop protection products and technologies? d.  Agronomic and cultural practices – What are the technologies and management practices that provide the best opportunity for success of a, b, and c above? e.  Site specific management – how can we improved measurement and information processing technologies to best address a, b, and c above?	Educational, professional development, experiences that lead to integrated understanding and diagnostic capability for crop protection, fertility, and soil health. Spatial data integration into cropping decisions. Are graduates of Doctor of Plant Health an example of an educational experience providing the integrated skill set for Cropping Systems educators? Should we hire educators with educational /experience focused in single aspect of crop production (entomology, soil science, pathology)? If we hire individuals with a more narrowly targeted skill set, what professional development is needed to be successful in cropping systems education among clientele?
Program Area:  Farm & Risk Management
a.  How do we best measure the performance and sustainability of cropping systems in the 21st Century?  (a, b, and c under cropping systems). b.  Adding new profit centers and other entrepreneurial approaches within farm. c.  Management of cropping systems production costs and risk under  volatile conditions (e.g. climate and commodity price). d.  Land issues (ownership transition, rental rates). e.  Access to high value markets including foreign markets.	Agricultural and resources economics skill set as it relates to measuring performance and sustainability (not just economics), risk management, markets including foreign markets, and farm policy. As society expects new accountability and performance measures, what skill set will best help us develop and apply these measures?
Program Area:  Agricultural Water, Climate, and Natural Resources
a.  Water use in irrigated agriculture and cultural practices for conserving water in irrigated and rain fed agriculture. b.  Efficient natural resource use.  What is the water, land, and energy footprint of our cropping systems?  How do we improve the efficiency of natural resource use?  How do we measure cropping systems footprint? c.  Climate variability and drought - Adaptation of existing and alternative cropping systems to changing weather and climatic conditions. d.  Agricultural water quality issues (crop protection products, nutrients, pathogens, emerging contaminants).	Skill set targeting water science, natural resources management, and climate science as it relates to cropping systems.   Do we hire a unique skill set for our educators who will lead education on water and other natural resource issues or is this knowledge an expectation of our existing cropping systems?

2012 Census of Agriculture

In late December, farmers and ranchers will be receiving the 2012 Census of Agiculture.  This is one very important opportunity for farmers and ranchers to be advocates for agriculture by completing the Census by February 4.  Dean Groskurth, Director of USDA NASS Nebraska Field Office, is asking for Extension's assistance in promoting the 2012 Census of Agriculture .  Dean shares several promotional materials below that you might use for news columns or radio programs. 

If you have five minutes at a winter Extension program between now and late January, my recommendation would be that you share a short entertaining video at http://www.youtube.com/watch?v=iEqlAL8PlR8 on the 2012 Census of Agriculture.    Thanks for any assistance you can offer in promoting this very important process for telling agriculture's story.
Rick

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From Dean Groskurth:

Farmers and ranchers in Nebraska have an opportunity to make a positive impact on their communities by participating in the 2012 Census of Agriculture.  Conducted every five years by the U.S. Department of Agriculture’s (USDA) National Agricultural Statistics Service (NASS), the Census is a complete count of all U.S. farms, ranches and those who operate them.

I am asking for your assistance in promoting the Census of Agriculture throughout Nebraska. The Census is the only source of uniform, comprehensive agricultural data for every county in the nation. It is a critical tool that gives producers a voice to influence decisions shaping the future of their community, industry and operation. The Census looks at land use and ownership, operator characteristics, production practices, income, expenditures, and other topics.  This information is used by all who serve farmers and rural communities from federal, state and local governments to agribusinesses and trade associations. Answers to the Census impact farm programs and rural services that support your community.

NASS has promotional materials available at www.agcensus.usda.gov.  Click on http://www.agcensus.usda.gov/Partners/  to find a printable Census Brochure to use along with Drop-in Advertisements that have posters to display. There is also a Sample Newsletter Article to promote the Census, and if producers have questions, please provide them with a copy of the Frequently Asked Questions. 

NASS will mail out Census forms in late December to collect data for the 2012 calendar year.  Completed forms are due by February 4, 2013.  Producers may use a secure website, www.agcensus.usda.gov, to complete the Census, or return their forms by mail.  Federal law requires all agricultural producers to participate in the Census and requires NASS to keep all individual information confidential.

For more information, please visit www.agcensus.usda.gov.  The Census of Agriculture is agriculture's voice, agriculture's  future, agriculture's  responsibility.

Thank you in advance for your support in promoting the Census of Agriculture.  Feel free to contact me if you have any questions.

Dean

Dean C. Groskurth

Director

USDA NASS Nebraska Field Office

Office: 402.437.5541 Ext. 10

Cell: 402.890.0251

Email: dean.groskurth@nass.usda.gov