Agricultural Education and Communication

A 2021 Snapshot of Citizens’ Awareness and Understanding of Florida’s Irrigation Restrictions

Laura A. Warner, Michael D. Dukes, Nicholas Taylor, Deirdre Irwin, and James Harmon

A new 5-page UF/IFAS numbered publication of the Department of Agricultural Education and Communication. The information presented here is intended to inform water management district personnel, utility staff, public employees, and other educators and communicators who are charged with developing policies, promoting water use efficiency, and enforcing irrigation restrictions as a water conservation tool. Written by Laura A. Warner, Michael D. Dukes, Nicholas Taylor, Deirdre Irwin, and James Harmon.

A Guide for Volunteer Organizations to Assess Risk

Matt Benge

Volunteer organizations help communities in a variety of ways, and volunteers serve in various capacities relating to projects, goals, and tasks. With these varying roles, there are possible risks that volunteers, clients, and the organization can encounter. Risk management is a tool that many volunteer organizations and volunteer leaders should consider when thinking of the safety and protection of their organization and its volunteers. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication provides a brief guide to the risk management model. Written by Matt Benge.

Addressing Labor Needs by Understanding Grower Perceptions about Adoption of Automated Nursery Technologies: A Resource for US Extension Professionals

Laura A. Warner, Alicia L. Rihn, Amy Fulcher, Susan Schexnayder, Anthony V. LeBude, Lloyd Nackley, Margarita Velandia, and James Altland

This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication presents research assessing how nursery growers perceive automated and mechanized nursery technologies (ANTs) and determine how these perceptions relate to adoption. This information could guide the development of Extension programs that help nursery operations make informed decisions about ANT adoption and identify ANT characteristics that are positively correlated with ANT adoption. This document was designed for Extension professionals and other practitioners who serve nursery grower clientele across the United States, including companies developing and marketing ANTs to nursery operations. Written by Laura A. Warner, Alicia L. Rihn, Amy Fulcher, Susan Schexnayder, Anthony V. LeBude, Lloyd Nackley, Margarita Velandia, and James Altland.

Adult Vaccine Confidence and Disparities in Florida

Kathryn A. Stofer, Alissa V. Katsaras, Skye Dougan, and LaToya O’Neal

This first document in the Adult Vaccination in Florida series provides an overview of expert medical perspectives towards recommended vaccinations for adults in Florida as well as areas of recognized disparities. Written by Kathryn A. Stofer, Alissa V. Katsaras, Skye Dougan, and LaToya O’Neal, and published by the UF/IFAS Department of Agricultural Education and Communication, June 2024.

Am I Ready? Competencies and Skill Sets Needed for Virtual Conference Hosts

Lauri M. Baker and Matt Benge

This new 3-page article is the third publication in the Don't Fake It, Make It! series. Implementing a virtual conference or meeting can be a challenging task. Whether hiring staff or recruiting colleagues to assemble a team, it is necessary to ensure your team is built based on the specific competency needs for hosting a virtual conference or meeting. Written by Lauri M. Baker and Matt Benge, and published by the UF/IFAS Department of Agricultural Education and Communication.

An Introduction to Including Individuals with Special Needs in the Garden: What Extension Professionals Need to Know About Accessibility, Safety and Educational Programming

Jessica Williams, Paul Monaghan, Ricky Telg, and Shelley Voelker

Whether at a farm, garden, school, Extension program, or even at home, working with plants comes with the need for safety, accessibility, and specific instruction style. This new 7-page publication of the UF/IFAS Department of Agricultural Education and Communication provides information on each of these areas as well as suggested programs and activities. This document can be useful to Extension agents, special and general educators, or parents who have an interest in gardening with their students or children; and those working with volunteers who have special needs. Written by Jessica Williams, Paul Monaghan, Ricky Telg, and Shelley Voelker.

An Introduction to Utilizing Community Leaders to Expand Resiliency Efforts Following a Disaster

Lisa Lundy, Jacqueline Aenlle, Ricky Telg, Tracy Irani, Angie Lindsey, Ashley McLeod-Morin, Michaela Kandzer, and Phillip Stokes

In the southeastern United States, many agricultural, vulnerable, and rural communities (AVRCs) must cope with natural disasters regularly. These natural disasters not only harm communities, crops, and livelihoods, but also can negatively impact the mental health of affected individuals, including those living in AVRCs. The purposes of this article are to (1) provide tips on identifying specific individuals who could qualify as community leaders and (2) provide details on how partnering with community leaders can be beneficial for mental health communication and outreach.

An Overview of Advisory Councils for School-Based Agricultural Education Programs

R. G. (Tre) Easterly III, Debra M. Barry, Brian E. Myers, and Edward W. Osborne

An advisory council is an organized group of selected business representatives, community members, and school stakeholders who provide input in the planning, development, implementation and evaluation of a school-based agricultural education program. Recommendations and best practices are provided for implementing advisory councils. Written by R. G. Easterly III, D. M. Barry, B. E. Myers, and E. W. Osborne; published by the UF/IFAS Department of Agricultural Education and Communication; 7 pp.

Application Letters and Resumes

Ricky Telg

This publication about application letter and resume writing is the third of a four-part series on developing effective business communication practices. This series also covers business communication writing, proper telephone communication techniques, and personal statement writing.

Applying Culturally Relevant Teaching to Workshops—The Checklist

Cecilia E. Suarez, John M. Diaz, and Laura E. Valencia

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

Assessing the Relationship between Supervisors and Employees

Matthew Benge

Attitudes and Perceptions of Agricultural Water Use in Florida Expressed by the General Public and Local Officials

Courtney T. Owens, Alexa J. Lamm, and Ricky W. Telg

Attribution Theory: How Is It Used?

Rigo Chaparro, Margaret Reaves, Carla B. Jagger, and J. C. Bunch

"Attribution theory is defined as the way that individuals envision the success or failure of their own behavior or the behavior of others. This 4-page fact sheet explains how instructors, whether formal or informal, can use this theory in their learning environment to enhance their learners’ knowledge and comprehension. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, September 2014.

Barriers and Opportunities for Pollinator Gardening in Homeowners’ Associations

Laura A. Warner, Colby Silvert, John Diaz, Cody Gusto, Rachel Mallinger

Pollinator gardening has rapidly become recognized as an important component of conservation to combat the issues that have resulted from rapid urbanization. Residential yards can support pollinators and help to restore their habitats. Thus, an opportunity exists for Extension and other practitioners to encourage greater engagement in pollinator gardening. However, research has indicated unique perceived barriers exist among residents in homeowners’ associations (HOAs). By focusing on perceived barriers, Extension and other practitioners can encourage positive adoption changes among residents and HOA stakeholders. Findings in this article suggest many HOA dwellers are unsure whether they are permitted to engage in pollinator gardening, and they may perceive that this approach to landscaping is incompatible with neighborhood norms. These barriers must be addressed at the resident and HOA leadership levels  to help more people engage in gardening to support pollinators.

Best Practices for Communicating about Outdoor Residential Water Conservation

Jacqueline Aenlle and Laura A. Sanagorski Warner

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: Urban Water

Best Practices for Grant Development: Starting With the Idea

Kathryn A. Stofer

Grant writing has become an expectation for Extension faculty at the state and county level. However, aside from a few workshops provided by the university, new faculty may feel like they have few resources to help them sharpen their practices at applying for and securing grant funding. This publication is meant to support Extension professionals, especially at the county level, in building good grant development habits.

Better Mentorship, Better Student Experience: An Introduction to Mentorship

Debra M. Barry, Heather Nesbitt, and Heather McAuslane

This initial article in the Better Mentorship, Better Student Experience series provides faculty and students with a basic understanding of the potential benefits of mentoring and creating a support system. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Better Mentorship, Better Student Experience: Tips for Mentees

Debra M. Barry, Heather Nesbitt, and Heather McAuslane

This third publication of the Better Mentorship, Better Student Experience series focuses on the experience of the mentee. This article aims to serve as a resource for mentees who are seeking tips and support as they work with their mentors in academia and beyond. This publication describes the role of the mentee and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, June 2024.

Better Mentorship, Better Student Experience: Tips for Mentors

Debra M. Barry, Heather Nesbitt, and Heather McAuslane

This second publication of the Better Mentorship, Better Student Experience series is intended to serve as a resource for mentors who are seeking tips and support as they work with mentees in academia and beyond. This publication describes the role of the mentor and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Brochures and Newsletters

Ricky Telg and Ashley McLeod-Morin

This publication on brochure and newsletter design is the fifth of a five-part series on document design. This series also covers the document design process, principles of document design, elements of document design, and graphic file formats.

Building Impactful Extension Programs By Understanding How People Change

Laura A. Warner, Sebastian Galindo-Gonzalez, and Michael S. Gutter

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

Business Communication

Ricky Telg

A UF/IFAS numbered Fact Sheet.

Capturing Change: Comparing Pretest-Posttest and Retrospective Evaluation Methods

Jessica L. O'Leary and Glenn D. Israel

Characteristics of Small Farm Operators in Florida: Economics, Demographics, and Preferred Information Channels and Sources

Steven A. Gaul, Robert C. Hochmuth, Glenn D. Israel, and Danielle Treadwell

A UF/IFAS numbered Fact Sheet. Published by Farm Economics, entrepreneurship, and management

Choosing the Right Visual for Social Media: Comparing the Engagement of Stock Photos Versus Natural Photos

Anissa Zagonel, Lauri M. Baker, Jarred Shellhouse, Cheryl Boyer, Hikaru Peterson, and Aly Morrison

Social media is an important piece of Extension outreach efforts. Across many different platforms, photos or graphics accompanying social media posts have repeatedly yielded greater results, in terms of engagement and success. Thus, it is imperative to include a visual element with each social media post because it would be considered a missed opportunity without one. This publication explores the question of whether stock images are as effective as natural images. Facebook posts from the Center for Rural Enterprise Engagement (CREE) team were analyzed to determine differences in engagement rates for stock images and natural images taken by the CREE team. Results indicate natural photos had significantly higher engagement rates than stock photos. Thus, it is recommended that content creators strive to create and use their own photos for posts; although, in times of need, a stock photo can produce better engagement than no photo at all.

Clickbait

Nicole Patten, Ricky Telg, and Kevin Kent

This publication provides an overview of clickbait and its characteristics. The publication also discusses a few implications of clickbait use. Written by Nicole Patten, Ricky Telg, and Kevin Kent, and published by the UF/IFAS Department of Agricultural Education and Communication, March 2024.

Client Satisfaction, Perceived Service Quality and Benefits from Extension’s Information

Mallory L. Cotter and Glenn D. Israel

This study explores the effect of Extension program area on the perceptions of clientele regarding their overall satisfaction and benefits of services provided by Extension. Written by Mallory L. Cotter and Glenn D. Israel, and published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

Clients' Experience with FCES: Widespread Satisfaction Tempered with Suggestions for Improvement

Glenn D. Israel and Tiffany Henderson

Cluster Analysis for Extension and Other Behavior Change Practitioners: Information and Terminology Needed for Cluster Analysis

Laura A. Warner

By identifying audience subgroups, cluster analysis (a quantitative technique) helps Extension agents tailor their education and communication programs to specific audiences. This publication falls under the Cluster Analysis for Extension and Other Behavior Change Practitioners series and discusses key information and terminology associated with cluster analysis. The publication thus builds upon “Cluster Analysis for Extension and Other Behavior Change Practitioners: Introduction,” which introduced cluster analysis as a technique for audience segmentation. This publication provides essential information for the publications which follow, “A Practical Example” and “Integrating the Results of Cluster Analysis into Meaningful Audience Engagement.”

Cluster Analysis for Extension and Other Behavior Change Practitioners: Introduction

Laura A. Warner

Helping people adopt behaviors to improve social, economic, and environmental conditions is central to Extension’s mission. This new publication describes cluster analysis, a quantitative technique that can be used to identify audience subgroups so that tailored education and communications can be designed, and conveys its value in supporting behavior change to help readers understand how this technique is applied and encourage others to consider using it. Written by Laura A. Warner; 5 pp.

Communicating About Water in the Floridan Aquifer Region: Part 1—What Do People Know About Water Science?

Sadie Hundemer and Shenara Ramadan

Meaningful engagement by the public in the water decisions that affect their lives requires basic scientific knowledge, such as where their water comes from, the factors that affect quality and availability, and the challenges that influence water supply. A 2020 study suggests that Florida and Georgia residents lack fundamental knowledge about their water resources, including regional water processes, including its challenges, and policies. This is the base information that would enable a person to competently participate in water discussions and make citizen-level voting decisions on topics related to the Floridan aquifer. The knowledge deficits identified in the study are areas on which water communicators can build the public’s water science comprehension and, thereby, support increased public engagement. The findings also suggest the level of water science complexity that the public is equipped to understand. 

Communicating About Water in the Floridan Aquifer Region: Part 2—Do People Believe Water Science?

Sadie Hundemer and Shenara Ramadan

It is not enough for the public to know the water science that affects their lives; it is also important that they believe it. People are more apt to use water science information if they accept it as true. Moreover, when water science is rejected, policy discourse can devolve into a debate over water facts instead of weighing alternative management strategies. A 2020 study suggests that belief in regional water science is influenced by political orientation. As a result, some individuals do not believe what they understand to be the consensus of water scientists on topics pertaining to the Floridan Aquifer. Equipped with this information, water communicators can take proactive steps, prior to a potential water policy introduction, to increase the likelihood that the public will accept water science.

Communicating About Water in the Floridan Aquifer Region: Part 3—How the Right Messages and Messengers Can Increase Bipartisan Support for Water Policy

Sadie Hundemer and Shenara Ramadan

When water policies are introduced, they may not be universally supported. One stakeholder group or political party may be “for” the policy and contend that the public should vote “yes.” They may argue that the policy is fair to the parties involved or that it shows loyalty to affected communities. These are moral arguments used to sway public support. An opposing stakeholder group or political party may also issue moral arguments “against” the policy. They may argue that the public should vote “no” because the policy is not fair or is disloyal to impacted communities. In competitive policy scenarios like these, at least two factors affect public support for the policy – moral arguments and the identities of the communicators. Understanding how each of these factors influences policy preferences is key to creating a communication that is conducive to broad public support. 

Communicating About Water in the Floridan Aquifer Region: Part 4—The Media’s Role in Water Perceptions

Sadie Hundemer and Shenara Ramadan

Local and regional news media often have a major impact on public awareness of and interest in water challenges. It is not simply what the media report that affects public perceptions, but also how they report it. A study of nine years of water reporting from six newspapers in the Floridan Aquifer region revealed a hierarchy of frames used to relate water conditions to human interests. The dominant reasons provided for readers to care about water conditions were economics, human health, and ecosystem impacts (in that order). Ecosystem impacts receive comparatively little journalistic attention, and this may have unintended effects. For example, public interest in water issues may not be as high as it would be if ecosystem impacts were robustly covered. Water news framing can also impact the objectives of water policy. If ecosystem impacts are not emphasized in the media, they may not be adequately attended to in governance.  

Communicating About Water in the Floridan Aquifer Region: Part 5—Increasing Collaboration Between Producers and Environmentalists on Water Challenges

Sadie Hundemer and Shenara Ramadan

In the Floridan Aquifer region, agricultural producers (farmers and ranchers) and environmentalists are essential water stakeholders, yet they are often perceived to be in conflict over water management. This perceived conflict could be a major impediment to future water policy action. Recent research examined whether there are areas of agreement that could unite producers and environmentalists in support of mutually beneficial water management strategies. A 2017–2018 study found substantial similarities of water priorities between producers and environmentalists despite some areas of disagreement. Capitalizing on shared interests could provide water communicators with a strong basis for developing partnerships and addressing areas of dispute. 

Communicating About Water in the Floridan Aquifer Region: Part 6—Stakeholders’ Mental Models of Regional Water Challenges

Sadie Hundemer and Shenara Ramadan

If we could look into the minds of agricultural producers and environmentalists to see how they think about regional water challenges, we may be better able to help stakeholders understand each other’s perspectives and resolve perceived conflicts. A 2017–2018 study provides visual maps of producers’ and environmentalists’ conceptions of the relationship between water and the regional economy. The maps reveal that the groups think about the topic in fundamentally different ways. While surveyed producers possess an agricultural, operational-level view of the water-economic system that includes the protective actions taken by individual farmers and ranchers, environmentalists possess a watershed-level view of the water-economic system that highlights the detrimental collective impacts of the agricultural industry as a whole. The findings suggest steps that water communicators can take to reduce perceived conflict between the groups.

Communicating with Extension Clients about Water

Alexa J. Lamm, Phillip Thomas Stokes, and Caroline G. Roper

This EDIS publication will provide an overview of how to communicate with Florida residents about water, including information about their preferred communication method and what topics surrounding water Florida residents find of interest. This publication will better equip Extension faculty to discuss water quantity and quality issues with Florida residents.

Communicating with Local Elected Officials

Ricky W. Telg, Shelli Rampold, and Becky Raulerson

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: Citizen awareness of food systems and the environment

Community-Based Home Energy Tune-Up/Audit Programs: A Step-by-Step Guide to Creating and Implementing Energy Equity Programs in Your Community

Alane Humrich, Lee Hayes Byron, Jennison Kipp, Marianne Schmink, Kimberly Davis, and Paul Monaghan

This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication is part of a series showing how Extension agents, community activists and sustainability educators can implement a program that reduces energy use and saves money on utility expenses for low-income households. This document outlines the basic steps a team would need to complete in order to have an effective energy tune-up/audit program that is based on community needs and input. It uses programs in Alachua and Sarasota Counties to provide examples of two different approaches to achieving the same goals.

Cómo solicitar una evaluación fiscal agrícola Greenbelt

Raychel Thomas, Jana Caracciolo, Catherine Campbell, John Diaz, y Valeria Caicedo Zapata

Esta publicación de EDIS está diseñada para proporcionar un resumen preciso y actual de la Ley Greenbelt de Florida. Esta publicación se distribuye con el entendimiento de que los autores no se dedican a prestar asesoramiento legal u otro asesoramiento profesional, y la información contenida en este documento no debe considerarse como un sustituto del asesoramiento profesional. Este documento es el FCS3358-Span, uno de una serie del Departmento de Familia, Juventud y Ciencias Comunitarias, UF/IFAS Extensión. Publicación original de agosto del 2023.

Conducting Interviews for News Stories

Ricky Telg and Lisa Lundy

This publication on interviews for news stories is the fifth of a five-part series on news media writing. This series also covers an introduction to news media writing, news writing for print, grammar and punctuation, and news writing for television and radio. Minor revision by Ricky Telg and Lisa Lundy and published by the UF/IFAS Department of Agricultural Education and Communication. 3pp.

Conducting Productive Team Meetings

Carrie N. Baker, Matthew Gold, Sarah A. Bush, Laura L. Greenhaw, and Rachel Biderman

This publication outlines tips and strategies for team leaders running meetings. Written by Carrie N. Baker, Matthew Gold, Sarah A. Bush, Laura L. Greenhaw, and Rachel Biderman, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2024.

Conducting the Needs Assessment #1: Introduction

Matthew Benge, Amy Harder, and Laura Warner

Conducting the Needs Assessment #10: The Delphi Technique

Laura Warner and Amy Harder

Conducting the Needs Assessment #11: Causal Analysis Techniques

Amy Harder

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

Matthew Benge and Laura Warner

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

Matt Benge

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

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 #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.

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).

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.

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.

Conducting the Needs Assessment #9: The Nominal Group Technique

Mary Bammer, Matt Benge, and Laura Warner

This ninth publication in the Conducting the Needs Assessment series provides an overview of using the nominal group technique (NGT) to conduct a needs assessment. This document defines the scenarios in which the NGT is suitable, describes the steps involved in conducting the NGT, and provides examples of the use of this technique in Extension. Written by Mary Bammer, Matt Benge, and Laura Warner, and published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

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==

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==

Cooperating Teachers’ Best Practices for Mentoring #1: Supporting Cooperating Teachers

Heather R. Nesbitt and Debra M. Barry

This initial article in the Best Practices for Mentoring series provides SBAE cooperating teachers with a basic understanding of their role as cooperating teachers and mentors, as well as introduces the three major areas of focus for these best practices. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 4 pp.

Cooperating Teachers’ Best Practices for Mentoring #2: Social Support

Heather R. Nesbitt and Debra M. Barry

Social support is most often considered the care of the student teacher’s problems. This publication will break down the major areas of social support and provide real-world examples of how to implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.

Cooperating Teachers’ Best Practices for Mentoring #3: Professional Support

Heather R. Nesbitt and Debra M. Barry

This publication series serves to guide cooperating teachers and those who support cooperating teachers in becoming effective mentors. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication will break down the major areas of professional support and provide real-world examples of how cooperating teachers can implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry.

Cooperating Teachers’ Best Practices for Mentoring #4: Role Modeling

Heather R. Nesbitt and Debra M. Barry

This fourth publication of the Cooperating Teachers’ Best Practices for Mentoring series focuses on role modeling. Role modeling is achieved by the cooperating teacher positively modeling all aspects of teaching. This can be accomplished through demonstrating teaching methods, explaining classroom management techniques, and modeling effective communication. Through observation, the student teacher decides what and how they will implement or not implement as an educator in their own classroom. Written by Heather R. Nesbitt and Debra M. Barry and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.

Cooperating Teachers’ Best Practices for Mentoring #5: Implementation and Adoption of a Cooperating Teacher Preparation and Support Program

Heather R. Nesbitt and Debra M. Barry

This final article in the Best Practices for Mentoring series provides school-based agricultural education programs (SBAE) university faculty and others who serve as program coordinators of the student teaching internship experience with a step-by-step guideline on implementing a cooperating teacher preparation and support program. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2025.

Creating and Maintaining Balance in News Consumption

Kathryn A. Stofer

Becoming informed about an issue does not happen overnight. This publication shares strategies for identifying sources, building habits, and becoming more confident in your knowledge on various current topics. Written by Kathryn A. Stofer, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2024.

Creating and Working with Rubrics

Aubrey L. Stoughton and Brian E. Myers

Creating Interest in Learners

Matt Benge and Amy Harder

Culturally Responsive Teaching: A Framework for Educating All Audiences

John Diaz, Cecilia Suarez, and Laura Valencia

As the needs of Extension clientele continue to evolve, it is important for Extension educators to consider new approaches to effectively support the communities they serve. The purpose of this article is to provide a framework for effectively engaging a broad range of audiences to support their achievement of desired learning outcomes in Extension education programs.

Defining and Performing the Functions of Extension Mentors

Amy Harder and Savanna Turner

This new 3-page document provides UF/IFAS Extension faculty serving as formal mentors with information about the three primary functions of a mentor and guidance on how to perform those functions using a mentor calendar. Written by Amy Harder and Savanna Turner and published by the UF/IFAS Department of Agricultural Education and Communication.

Designing Instruction to Guide Reflection

R. G. (Tre) Easterly III

Reflection is critical because it helps the learner encode their new knowledge, helping them tie what they experienced in class with what they already know and believe. This article aims to provide a few strategies to help guide reflection. These strategies can be used to inform teaching in the formal classroom, Extension programming, and non-formal teaching. Written by R. G. (Tre) Easterly III and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Determining Program Priorities

Amy Harder

A UF/IFAS numbered Fact Sheet.

Developing a Mentorship Program in Higher Education Institutions

Jonathan M. Orsini, Matthew P. Benge, and Hannah S. Carter

Developing a Program Plan Based on the Program Planning Cycle

John Diaz, Cody Gusto, and David Diehl

Developing and Managing a Community Outreach and Dissemination (COD) Core for a Multi-Institution Grant Project

Angela B. Lindsey, Nadia Bahadori, and Samantha Goldenberg

Developing County Associations for School and Community Gardens

John M. Diaz, Susan Tyler Webb, and Erin Elsberry

Increasingly, gardeners receive attention for the educational, environmental, health, and social impacts that their projects facilitate within schools and communities. Garden associations allow Extension to play a vital role in providing technical information to support new and existing gardens. This fact sheet outlines the framework used by a pilot garden association program in Polk County, Florida.

Developing Effective Media Relations for Your County Program

Ricky Telg and Lisa Lundy

This publication provides an overview of how to develop effective media relations for your county program. Minor revision by Ricky Telg and Lisa Lundy. Published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

Developing Visual Elements on the Web

Ricky Telg, Laura M. Fischer, Kevin Kent, and Tracy Irani

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

Differences in Perceptions of Agricultural Water Use between the General Public and Local Officials

Courtney T. Owens, Alexa J. Lamm, and Ricky W. Telg

Diffusion of Innovation Explaining Support for Septic to Sewer System Conversion Programs Among Florida Residents: Lessons for Educators and Related Stakeholders

Dharmendra Kalauni, Laura Warner, Lisa Krimsky, Shelli Rampold, and Sravani Pasula

Water quality impaired by excess nutrients has been linked to negative effects on human health, the environment, and the economy. Residential septic systems (i.e., onsite sewage treatment) contribute to these excess nutrients. Conversion from a septic system to a sewer system (hereafter referred to as S2S) is one way to mitigate pollution from excess nutrients. There are voluntary and mandatory S2S conversion programs throughout and beyond Florida. While there are multiple benefits of making such a change, S2S conversion is a complex and costly process. This document was developed to aid environmental management professionals, policymakers, and communication and education professionals (e.g., Extension agents) in understanding residents’ perceptions pertaining to S2S conversion. More details on the study presented in this document are available at: https://doi.org/10.1016/j.jenvman.2022.115651.

Digital Photography and Photographic Editing

Ricky Telg

This EDIS publication, focusing on the basics of digital photography and photographic editing, is the first of a three-part series on taking good digital photos for your local Extension program. This series includes publications on the basics of digital photography and editing as well as photo composition.

Digital Photography Composition Techniques

Ricky Telg

Document Design

Ricky Telg and Ashley McLeod-Morin

Don't Fake It, Make It! Best Practices for Attending Virtual Events

Jarred A. Shellhouse and Lauri M. Baker

Don't Fake It, Make It! Thriving in Virtual Conferences and Meetings

Lauri M. Baker, Matt P. Benge, Anissa Zagonel, Jarred Shellhouse, Cheryl R. Boyer, and Phillip Stokes

Our ways of working, meeting, and networking have become more virtual than ever before. This series dives into the preparation needed to host a successful virtual experience, as well as steps participants can take to get the most benefit from a virtual conference or meeting. This series will also help hosts understand the value of online conferences and meetings and demonstrate how to create engagement in an online format.

Don’t Fake It, Make It! Technology and Tools for Virtual Hosts

Jarred A. Shellhouse, Lauri M. Baker, Anissa Zagonel, Phillip Stokes, and Cheryl R. Boyer

The “Don’t Fake it, Make it!” series assists virtual conference and meeting hosts in creating an engaging program to benefit their participants. This new 6-page publication of the UF/IFAS Department of Agricultural Education and Communication gives an overview of common features hosts look for in virtual conference software platforms before committing to one. Written by Jarred A. Shellhouse, Lauri M. Baker, Anissa Zagonel, Phillip Stokes, and Cheryl R. Boyer.

Education and Facilitation Methods for Extension

Kathryn A. Stofer

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

Effective Practice for Building Cross Sector Partnerships

John M. Diaz

Effective Use of Field Trips in Educational Programming: A Three Stage Approach

Brian Myers and Linda Jones

Elaborating Program Impacts through Data Analysis

Glenn D. Israel

A UF/IFAS numbered Fact Sheet.

Elements of Document Design

Ricky Telg and Ashley McLeod-Morin

This publication on the elements document design is the third of a five-part series on document design. This series also covers the document design process, principles of document design, graphic file formats, and brochure and newsletter design. Updates previous version: Telg, Ricky. 2012. “Elements of Document Design”. EDIS 2012 (7). https://journals.flvc.org/edis/article/view/119920.

Emphasizing the Science, Technology, Engineering, and Math (STEM) in Agricultural Extension

Kathryn A. Stofer, Laura A. Warner, and Steven Arthurs

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

Encouraging Residents to Request Wildlife-Friendly Landscape Maintenance from Their Chosen Professionals: A Stages of Change Approach for Extension and Other Practitioners

Laura A. Warner, Dharmendra Kalauni, John M. Diaz, Emily Marois, Adam Dale, and Jaret Daniels

This publication explains Florida residents’ current involvement in requesting wildlife-friendly landscape maintenance (WFLM) and the perceived barriers and motivators associated with this behavior using the concept of stages of change. Written by Laura A. Warner, Dharmendra Kalauni, John M. Diaz, Emily Marois, Adam Dale, and Jaret Daniels, and published by the UF/IFAS Department of Agricultural Education and Communication, April 2024.

Engaging Consumers in At-Home Water Conservation: A Guide for Extension

Caroline G. Roper and Alexa J. Lamm

Engaging High Water Users in Water Conservation #2: High Water Users' Water-Related Behaviors and Willingness to Act

Pei-wen Huang and Alexa J. Lamm

Engaging Learners via Live Online Learning

Taylor Nash and Megan S. Cantrell

The explosion of virtual training and education has created opportunities for interactions far beyond what is available in a face-to-face environment. However, easier access to individuals comes with unforeseen challenges in creating an environment that fosters genuine engagement. This new publication includes engagement strategies for the Extension environment as well as the virtual classroom of traditional education. Written by Taylor Nash and Megan Cantrell; 3 pp.

Engaging Millennials in the Workplace

Lauren Headrick Sweeney, Matthew Benge, and Hannah Carter

Enhancing Motivation through Work Meaningfulness

Jarred A. Shellhouse, Hannah S. Carter, and Matt P. Benge

Estimating Return on Investment (ROI) for a Behavior Change: An Evaluation Tool for Extension Programs

Amanda D. Ali, Laura A. Warner, and Hayk Khachatryan

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

Evaluating Learning in Laboratory Settings

Wendy J. Warner and Brian E. Myers

Evaluation Situations, Stakeholders & Strategies

Glenn Israel, David Diehl, and Sebastian Galindo-Gonzalez

Event Marketing and Public Relations

Reba Ellen Hicks, Ricky Telg, and Tracy Irani

This publication regarding the stages of a special event is the second of a two-part series on special event planning. The other topic in this series focuses on planning special events and stages of a special event.

Exemplary Youth Leadership Series: Activities to Engage Youth With Practices of Exemplary Leaders

Megan Stein

Exemplary Youth Leadership Series: Challenge the Process

Megan Stein

Exemplary Youth Leadership Series: Enable Others to Act

Megan Stein