Program Development and Evaluation

Conducting the Needs Assessment #2: Using Needs Assessments in Extension Programming

Matthew Benge and Laura Warner

Overview of Extension Program Planning Models

John Diaz, Cody Gusto, and David Diehl

Developing a Program Plan Based on the Program Planning Cycle

John Diaz, Cody Gusto, and David Diehl

Planning and Establishing On-Farm Field Trials

Marcelo Wallau, Esteban Rios, and Ann Blount

Conducting the Needs Assessment #1: Introduction

Matthew Benge, Amy Harder, and Laura Warner

Guidelines for Writing Quality Impact Statements for Workload and Marketing

Amy Harder and Ruth Borger

Conducting the Needs Assessment #10: The Delphi Technique

Laura Warner and Amy Harder

Conducting the Needs Assessment #4: Audience Motivations, Barriers, and Objections

Laura Warner and Matt Benge

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Conducting the Needs Assessment #6: Phase 2—Assessment

Matt Benge and Savanna Turner

This is the sixth publication in the Conducting the Needs Assessment series. The assessment phase puts the management plan from the pre-assessment into action to determine the needs of your community. The assessment phase compares the “what is” of the issues to the vision of the “what should be” to understand the magnitude of the needs and their causes (Witkin & Altschuld, 1995).

Identifying Key Community Leaders to Assess Extension Programming Needs

Laura A. Warner and Sebastian Galindo-Gonzalez

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Community Development==

Scholarship in Extension Program Development: The Role of the State Specialist

Martha C. Monroe and George Hochmuth

This document explores the evolving definition of scholarship within Land Grant Universities, emphasizing the role of Extension Specialists. It highlights the shift from traditional research to a broader view that includes teaching, application, and integration. The article outlines the components of a successful Extension program, including problem assessment, audience analysis, program delivery, and evaluation. It underscores the importance of documenting and communicating program impacts to peers, thereby advancing knowledge and validating the scholarship in Extension work.

Conducting the Needs Assessment #8: The Borich Model

Olivia Caillouet and Amy Harder

This eighth publication in the Conducting the Needs Assessment series provides Extension professionals and other service providers with directions for how to use the Borich model to collect data about the training needs of a target audience and how to use that data to improve programming. Written by Olivia Caillouet and Amy Harder; published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

Reporting Clientele Contacts in Workload

Diane D. Craig and Glenn D. Israel

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Developing Successful Extension Tree Stewardship Programs

Stephanie Cadaval, Michael Andreu, Ryan Klein, Andrew Koeser, and Paul Monaghan

This publication is for Extension agents and the stakeholders they partner with in urban forestry, parks and recreation, and urban greening and urban tree management roles in cities or municipalities. This publication can also help communities working with these actors to better understand the collaborative and iterative process of developing Extension tree stewardship programs. Written by Stephanie Cadaval, Michael Andreu, Ryan Klein, Andrew Koeser, and Paul Monaghan, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2025.

Identifying and Meeting the Needs of Extension's Target Audiences

Laura A. Warner, Glenn D. Israel, and John M. Diaz

This document provides an overview of the concept of target audiences as it relate to Extension education, and briefly presents concepts of audience analysis and educational content selection. In contrast to the general population, a target audience is comprised of people who can take some explicit action to help solve an identified problem addressed by an Extension program. Additionally, a target audience is sometimes the people who are affected most by that problem. An understanding of the concept of target audiences paired with intentional selection of appropriate educational activities and content can support an impactful Extension program.

Conducting the Needs Assessment #5: Phase 1—Pre-assessment

Savanna Turner and Matt Benge

This new 5-page publication is the fifth in the Conducting the Needs Assessment series. The preassessment phase, also known as the exploration phase, of conducting a needs assessment includes defining the purpose, identifying existing information, and determining the appropriate methods to conducting the needs assessment. Extension professionals and service providers should complete the preassessment phase prior to conducting the actual needs assessment. Written by Savanna Turner and Matt Benge.

SMART Objectives

David C. Diehl and Sebastian Galindo-Gonzalez

A UF/IFAS numbered Fact Sheet.

What Is an Extension Program?

Glenn D. Israel, Peyton Beattie, Michelle Atkinson, Melinda Souers, and Matt Benge

A UF/IFAS numbered Fact Sheet for Academic audience(s).

Considering Participants' Personal Wellness in Conservation-Based Extension Programs: Opportunities for Integrative Development and Evaluation

John Diaz, Erica Odera, and Laura Warner

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Conducting the Needs Assessment #7: Phase 3 — Post-Assessment

Matt Benge

This is the seventh publication in the Conducting the Needs Assessment series. The post-assessment phase, also known as the utilization phase, of conducting a needs assessment includes setting priorities to make informed decisions, creating and considering solutions, communicating results to appropriate audiences, and evaluating the needs assessment used. Extension professionals and service providers should complete the pre-assessment and assessment phases before making recommendations and considering solutions to resolve the identified needs. Written by Matt Benge, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2025.

Determining Program Priorities

Amy Harder

A UF/IFAS numbered Fact Sheet.

Consultation Forms for Walk-In Clientele and Landscape Site Visits

Amanda D. Ali, Laura A. Warner, Sydney Park Brown, Susan Haddock, Laurie Albrecht

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Increasing Efficiency in Extension Using the Train-the-Trainer Approach

Laura A. Warner, Amy Harder, Tom Wichman, and Frank Dowdle

Extension has adapted to today’s financial realities through a number of strategies, including increased reliance on partnerships. One strategy that expands the reach of an Extension agent and capitalizes on partners is the “train-the-trainer” approach. This 4-page fact sheet describes the train-the-trainer approach as it applies to Extension programming, provides contextual examples from within and beyond UF/IFAS Extension, and offers best management practices.

Conducting the Needs Assessment #3: Educator Motivations, Barriers, and Objections

Matt Benge

A UF/IFAS numbered peer reviewed Fact Sheet. Published by ==Special Handling==

Logic Model Basics

Glenn D. Israel, Matt Benge, and Peyton N. Beattie

WC106 explains what logic models are and provides steps for creating a basic logic model.

Incorporating Individual Teachings (aka Individual Contact Teaching Methods) into an Extension Horticulture Plan of Work and Report of Accomplishment

Laura A. Warner

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Using Logic Models for Program Development

Glenn D. Israel

A UF/IFAS numbered Fact Sheet.