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Tools of the TradeIn Their Own Words--Understanding the Communication Styles of Teens
Laura Bovitz Hey bf … sup? Wut u doin?
OMG - Idk why u r not goin 2 the prty. Does the above look like secret code to you? If you were a teen, you would easily be able to read the lines as "Hey best friend, what's up? I don't know why you are not going to the party. Anyway, see you tomorrow because I can't talk now. Talk to you later, bye! (heart)." Through their preferred methods of communication, which include text messages, AOL instant messaging and Web sites such as MySpace, many teens have begun to develop their own language and way of communicating, most of which adults don't understand. As some teens report, this new "language" has crept into other parts of their lives, and some have received lower grades on reports and tests for "accidentally" using this abbreviated text. Technology has become synonymous with communication for teens. Eighty-seven percent of teens ages 12-17 use the Internet, and 75% of on-line teens prefer instant messaging to regular e-mail. An overwhelming majority of teens (84%) report owning at least one personal media device: a desktop or laptop computer, a cell phone or Personal Digital Assistant (PDA) (Lenhart, Madden, & Hitlin, 2005). Social Networking on LineOne of the more popular ways for teens to communicate is through social networking Web sites. Although there are a number of these Web sites, MySpace is currently one of the top ten Internet sites and has outstripped competitors to become the most popular English-language social networking Web site with higher traffic and just over seventy-nine million registered accounts <http://www.answers.com>. MySpace allows users to share interests and hobbies, post photos and videos, post blogs and bulletins, and share messages and comments. For many teens, it's a way to meet people, share things about themselves, and communicate with friends. If it were that simple, it would be fine. However, the reality of MySpace and similar networking Web sites is that they have become vehicles for sharing too much information. Teens and pre-teens (who set up My Space pages despite the age requirement of 14) post personal information, including pictures, hometowns, e-mail address, and other information that can be a target for on-line predators. Many teens post provocative pictures and inappropriate comments and language. Some teens develop an "on-line persona" that may be very different from the person adults and peers see on a daily basis. Teens report that their page is like their "personality" and that they like the fact that their page can get them recognized. Once you find one person, you can learn who their friends are, read what people say about them, learn what they do in their free time, read their "blogs" (which express their innermost feelings), and learn their likes, dislikes, heroes, and even their monthly schedules. It's almost too much information, but, to teens, it's the norm. For teens who are going through the stage where they are constantly looking for affirmation and validation and a to response everything they are, it's addictive (Kornblum, 2006). Setting BoundariesMany schools have begun to restrict access to MySpace since it has become a haven for student gossip and on-line bullying <http://www.answers.com>. Employers are checking MySpace pages of potential employees to learn more about their life style before deciding whether to hire them. Even summer camps are taking precautions to keep campers safe and prevent posting of pictures in inappropriate places (Belluck, 2006). At the NJ 4-H Camp, the Camp Director learned that camp staff were communicating with young campers through MySpace and exposing campers to inappropriate pictures and comments on staff's MySpace pages. He took action, and informed staff of methods for appropriate communication including specific MySpace pages for camper and counselor communication <http://www.myspace.com/campdirector>. Inappropriate use of MySpace was also used as a vehicle to determine whether staff should be re-hired for summer camp positions. Along with the popularity and preference by teens for on-line methods of communication, there is a growing trend that indicates that teens are losing their ability to communicate in person. When teens were asked about their communication style, some reported that they feel they are less able to communicate effectively in person since they do so much of it on-line. Opportunities for EducatorsThere are opportunities for Extension professionals and other educators to learn more about teens and communication, and to provide educational programs for teens and parents.
The world of technology and on-line communication can open up doors to learning and discovery, and can provide positive methods for networking with others. Educators and parents need to continue to stay aware and informed, and to help teens understand appropriate ways of communicating and sharing information with others. References:Belluck, P. (2006, June 22). Young people's Web postings worry summer camp directors, New York Times, Late Edition - Final, Section A, Page 16, Column 1. Kornblum, J., (2006, January). Teens hang out at MySpace, USA Today. Retrieved from http://www.usatoday.com/tech/news/2006-01-08-myspace-teens_x.htm Lenhart, A., Madden, M., & Hitlin, P. (2005, July). Teens and technology. Pew Internet and american life project, retrieved from http://www.pewinternet.org/pdfs/PIP_Teens_Tech_July2005web.pdf MySpace (n.d.) Retrieved June 30, 2006 from http://www.answers.com/topic/myspace
Positive Psychology and Youth Development: A New Science for a Time-Honored Extension Mission
Michael J. McCormick
Chris T. Boleman
Texas A&M University In 1998, the new president of the American Psychological Association (APA), Dr. Martin Seligman, having taken stock of the field of psychology, declared in his inaugural presidential address to the profession that, "Psychology is not just the study of weakness and damage, it is also the study of strength and virtue. Treatment is not just fixing what is broken; it is nurturing what is best within ourselves" (Seligman, 1998, p.1). Seligman named this new field of psychology "positive psychology." Since then it has attracted the attention of a growing corps of researchers and practioners. This article introduces the new science of positive psychology to Extension professionals and explains how its principles can be applied to youth development. Integrating simple, positive psychology strategies into our youth development programs will help our audiences gain new and fresh insight about themselves and provide them with a new set of life-skills that will empower them. The three fundamental principles or pillars of this new science are discussed below. Pillar 1--Every Person Has a Unique Set of Talents, Abilities, and AssetsThe first pillar recognizes that every person has a unique set of talents, abilities, and psychological assets that can be measured and enhanced. Furthermore, developing one's constructive human capacities builds positive psychological capital, which then can be drawn upon as a buffer against normal psychological and physical distress. Focusing personal time and energy on building a life around one's strengths can lead to a more productive and fulfilled life. One way to demonstrate this strengths-based perspective to youth is the Right Hand/Left Hand Exercise. This exercise asks youth to hold up their right hand if they are right-handed and then sign their name 10 times on a sheet of paper. Those who are left-handed are asked to perform the same task. Once this step is completed, the task changes, requiring them to write their name 10 times with their opposite hand. Youth typically get very frustrated with this. You then ask them to describe what it felt like to try to write with their weak hand. Next, you ask them whether they think that they could ever duplicate their original signature if they diligently practiced with their weak hand. Some will say "yes," but they will acknowledge the difficulty of the task. And some will recognize that their success in trying to improve their weak hand's ability to easily reproduce their signature will be limited. They will never be able to be as good with their weak hand as they are with their strong hand. The point is that all of us have strengths and that it is far easier and more effective to play to one's strengths. Pillar 2--The Broaden-and-Build PrincipleThe second pillar, the Broaden-and-Build Principle, holds that positive emotions produce adaptive thinking processes and behaviors (Fredrickson, 2003). Two decades of experiments by Alice Isen have shown that when people have a positive frame of mind, their thinking becomes more creative, integrative, and flexible (Isen, 1987). And better problem solving can lead to more efficacious behavior. The Positive Check-In Exercise is a tool that can be used to take advantage of this principle. Because most of our 4-H meetings bring youth together from different areas of the county representing a variety of age groups and interests, youth at these meetings simply do not interact with other youth everyday the way the would if they went to the same school or saw each other often. As a result, the county Extension agent may try implementing "the positive check-in" as the meeting's first order of business. At the beginning of the meeting, the President should simply open the floor for responses to the question, "What is going on in your life that is positive?" It can be something as simple as an "A" on a test or as significant as the birth of a new sibling. This activity allows a few minutes of sharing among the group and helps people see what is important to them and what good things are currently happening in their life. Pillar 3--Positive Feelings Repair the Negative Physical Consequences of Negative FeelingsThe third pillar proposes that positive feelings repair the negative physical consequences of negative feelings. In addition, positive emotions can be intentionally induced, and cultivating positive emotions leads to optimum health and well-being. Fredrickson dubbed this the "Undoing Hypothesis," and her research suggests that positive emotions "undo" the lingering effects of negative emotions (2003). The Alphabet Game is an excellent lesson in showing what happens with negative feelings. This activity is used to illustrate how some people are left out of participation, through no choice of their own. The goal of Alphabet Game is to teach participants the importance of inclusion and making everyone feel a part of the group. The facilitator (county Extension agent) simply hands out a letter to each participant. Letters should include common letters used in words (S, R, T, E, and A) and letters not used as much (Q, X, and Z) Then, the facilitator asks participants to build as many words as possible using their letters over a 2-minute time period. Once the 2 minutes are over, the facilitator asks participants how many words they got. "Q" and "Z" generally get the fewest words because it is difficult to create words with these letters, so it is important to ask those individuals how they felt. The facilitator ties the discussion to the fact that sometimes people get left out of groups because they appear to be different than others. They may feel uncomfortable trying to fit in with a group of people not like them. Everyone wants to be accepted in a group like those with popular letters like the vowels. Being included elicits positive feelings, reduces anxiety, and fosters better creative thinking. ConclusionsBuilding human capacity for living a happy and fulfilled life is one of the important objectives of Extension's mission. The empirically supported principles of positive psychology offer Extension professionals a new set of tools and techniques for accomplishing this. Try the activities presented in this article, and you will discover the power of positive psychology. ReferencesFredrickson, B.L. (2003). The value of positive emotions. American Scientist, 91, 330-335. Isen, A. M. (1987). Positive affect, cognitive process, and social behavior. Advances in Experimental Social Psychology, 20, 203-253. Seligman, M.E. (2002). Authentic happiness. New York, NY: Free Press.
Public Involvement Tools in Environmental Decision-Making: A Primer for Practitioners
G. Jason Jolley IntroductionScholars have advocated the use of participatory techniques to further the involvement of scientists and other technical experts in collaborative environmental decision-making (Hinkey, Ellenberg, & Kessler (2005). While the involvement of technical experts is one component of successful collaborative partnerships, it is not the sole participatory dilemma faced by Extension professionals and other practitioners. These professionals must also determine how and to what extent to involve the general public in environmental decision-making. A process driven solely by technical experts based on sound science fails to recognize and integrate the diverse values of non-technical stakeholders (Day, Gunton, & Frame, 2003). The involvement of lay people provides a richness of context, historical knowledge, and perception of risk often not found with technical experts (Beierle, 1999; Fiorino, 1990; Isaacson, 1986; Armour, 1993). While public involvement scholars have begun to recognize the contribution made by those outside the scientific community, debate and confusion remains regarding the role of non-experts, the intensity of their involvement, and what involvement techniques should be employed. Given their extensive history and commitment to public issues education (PIE) (Patton & Blaine, 2001; Hahn, 1990), Extension professionals are ideal participants in efforts to educate and involve lay people in environmental decision-making. Extensive Public DeliberationScholars often posit "more is better" when discussing public involvement and the benefits of extensive public deliberation. In practice, resource limitations and time constraints often require practitioners to choose among a set of more limited public involvement tools. This article provides a brief overview of the strengths and weaknesses associated with three broad types of public involvement tools: citizen surveys, public hearings/meetings, and stakeholder interviews. This assessment should provide preliminary guidance in utilizing the appropriate public involvement tools when resource constraints do not allow for extensive public deliberation. Citizen SurveysAssuming they are properly constructed and administered, citizen surveys are a relatively inexpensive and quick technique for measuring public opinion. Because of the lower cost and avoidance of upfront lengthy public processes, scholars have advocated some degree of use for surveys as a public involvement tool (MacRae & Whittington, 1997; Milbrath, 1981; Schaeffer, 1990). Unlike public hearings and more deliberative techniques, surveys also capture opinions not heard in more involved processes requiring greater motivation, time, and resource commitments (Milbrath, 1981). Also, properly designed and administered surveys allow researchers to draw inferences about a broader citizen population (Davis & Whittington, 1998; Arnstein, 1969). While surveys capture public opinion, their lack of citizen engagement is a primary limitation (King, Feltey, & Susel, 1998). Reliance on typically closed-ended questions is also problematic in that it may fail to adequately capture people's true opinions (English, Peretz, & Manderschied, 2002). Surveys also pose numerous problems when the public lacks adequate information to provide informed opinions on technical environmental issues (Darnall & Jolley, 2004; Morgan, Fischoff, Lave, & Fischbeck, 1995). The public may be unable to respond to technical questions or respond without adequate understanding of the science supporting environmental proposals. Public Hearings and MeetingsPublic hearings and meetings are traditional means for government to solicit feedback on proposed regulatory changes affecting local residents. Public hearings allow for citizen responses to a host of regulatory change within a community. More formalized public hearings required by statute involve a brief presentation on the proposal and a period of formal oral and written comment by citizens. Extension agents may also engage in public meetings to solicit feedback on new programs within a community. Less formalized public meetings may provide an opportunity for citizens to engage in limited dialogue with elected officials and technical experts. While a public hearing may satisfy statutory obligation, its use as a public involvement tool is limited. Formalize public hearings recording citizen comments may not allow for dialogue or immediate answers to citizen questions. The structure may be more confrontational in nature, making it difficult for practitioners to engage in public issues education (PIE). Public hearings are also likely to occur at predetermined points in a development or rule change process, and alternatives may have already been eliminated from consideration prior to citizen input. Public hearings are often dominated by those with economic interests in the outcome (Checkoway, 1981; Checkoway & Van Til, 1978), and participants are generally more affluent and active than the general population (Godschalk & Stiftel, 1981). Finally, public hearings generate reactive responses to proposed alternatives rather than proactive early involvement. This reactive format may encourage participants to take extreme positions, which reduces opportunities for consensus (Beierle, 1999). From a citizen's perspective, public hearings require a moderate degree of commitment in the form of attending a meeting. In some instances, citizens can submit written comments without attending a public hearing. Public officials utilize the citizen comments to generate alternatives, identify problems, and determine feasibility of a project based on community concerns. Perceived transparency concerns often exist as public officials process these comments outside of public view. Stakeholder InterviewsBecause surveys and public hearings generally lack dialogue and may not allow for nuanced and detailed responses, interviews may be used as an alternative public involvement technique. Extension professionals can conduct interviews with both expert and non-expert stakeholders affected by a particular natural resources proposal. As with surveys, stakeholder interviews are a relatively inexpensive and quick tool for assessing public concerns (Gray et al., 1996). In most communities, experts and community leaders are easily identifiable and interviews can be conducted at minimal financial cost. However, stakeholder interviews are not without shortcomings. As with surveys, non-expert respondents may lack the proper knowledge to respond to questions concerning natural resources policies or problems. Interviewed technical experts and non-technical experts may also have differing perceptions of the risks associated with various environmental problems and how to best address those problems (Darnall & Jolley, 2004), and interviews alone offer no dialogue for reconciling these differences. ConclusionTable 1 summaries the respective tradeoffs associated with public deliberation and the less involved public involvement tools of citizen surveys, public hearings/meetings, and stakeholder interviews. These tradeoffs should serve as guidelines in selecting an appropriate public involvement tool when resources are limited.
ReferencesArnstein, S. R. (1969). A ladder of citizen participation. Journal of American Institute of Planners, 35, 216-224. Armour, A. M. (1993). Risk assessment in environmental policymaking. Policy Studies Review, 12(3/4), 178-196. Beierle, T. J. (1999). Using social goals to evaluate public participation in environmental decisions. Policy Studies Journal, 3(4), 75-103. Checkoway, B. (1981). The politics of public hearings. Journal of Applied Behavioral Science, 17, 566-582. Checkoway, B., & Van Til, J. (1978). What do we know about citizen participation? A selective review of the research. In Langton, S. (Ed.), Citizen participation in America. Lexington, MA: Lexington Books. Darnall, N., & Jolley, G. J. (2004). Involving the public: When are surveys and stakeholder interviews effective? Review of Policy Research, 21(4), 581-593. Davis, J., & Whittington, D. (1998). 'Participatory' research for development projects: A comparison of the community meeting and household survey techniques. Economic Development and Cultural Change, 47(1), 73-94. Day, J. C., Gunton, T. I., & Frame, T.M. (2003). Towards environmental sustainability in British Columbia: The role of collaborative planning. Environments, 31(2), 21-38. English, M. R., Peretz, J. H., & Manderschied, M. J. (2002). Building communities while building plans: A review of techniques for participatory planning processes. Public Administration Quarterly, 26(3), 503-540. Fiorino, D. J. (1990). Citizen participation and environmental risk: A survey of institutional mechanisms. Science, Technology, and Human Values, 15(2), 226-243. Godschalk, D. R., & Stiftel, B. (1981). Making waves: Public participation in state water planning. Journal of Applied Behavioral Science, 17, 597-614. Gray, P. C. R., Wiedemann, P. M., Schulz, H., Hallman, W. K., Feldman, D., & Turner, R. (1996). The nature and challenges of environmental decision making: Case studies for policy improvement. Knoxville, TN: National Center for Environmental Decision-making Research, NCEDR/96-03. Hahn, A. J. (1990). Issues-oriented public policy education. Journal of Extension [On-line], 28(1). Available at: http://www.joe.org/joe/1990spring/a3.html Hinkey, L. M., Ellenberg, K. T., & Kessler, B. (2005) Strategies for engaging scientists in collaborative processes. Journal of Extension [On-line], 43(1) Article 1FEA3. Available at: http://www.joe.org/joe/2005february/a3.shtml Isaacson, P. (1986). Pollution regulation and public sensibility. Environmental Impact Assessment Review, 6, 229-232. King, C. S., Feltey, K.. M., & Susel, B.O. (1998.) The question of participation: Toward authentic public participation in public administration. Public Administration Review, 58(4), 317-26. MacRae, D., & Whittington, D. (1997). Expert advice for policy choice. Washington, DC: Georgetown University Press. Milbrath, L. W. (1981). Citizen surveys as citizen participation mechanisms. Journal of Applied Behavioral Science, 117, 478-496. Morgan, M. G., Fischhoff, B., Lave, L., & Fischbeck, P. (1995). A proposal for ranking risk within federal agencies. In J. C. Davies (Ed.). Comparing environmental risks (pp. 111-147). Washington, DC: Resources for the Future. Patton, D. B., & Blaine, T. W. (2001). Public issues education: Exploring Extension's role. Journal of Extension [On-line], 39(4). Available at: http://www.joe.org/joe/2001august/a2.html Schaeffer, N. C. (1990). Principles of justice in judgments about child support. Social Forces, 69(1), 157-179.
Review of Fathers Reading Every Day (FRED): Leader's Guide
Leah Y. Hughes
Robert J. Fetsch
Department of Human Development & Family Studies The Need for Programs That Involve FathersResearch indicates that children fare better when fathers are involved in their lives, and current trends indicate this relationship may be interrupted. Births to unwed parents have increased from 5% in 1960 to 32% in 1995, and only 68% of children lived with two parents in 1996 (Federal Interagency Forum on Child and Family Statistics, 1997). In 1998, 22.9 million children under 21 years lived with a custodial parent while their other parent lived elsewhere (U.S. Census, 2000). Eight-five percent of those families were headed by the mother. Studies suggest that for non-residential fathers, it is the quality of interactions with children that is important rather than time (Marsiglio, Amato, Day, & Lamb, 2000). Reading to children provides an atmosphere for quality interactions between fathers and their children, and the benefits are evidenced by multiple outcomes. Academic benefits include improved cognitive abilities, self-esteem, competence, expressive language development, and less school delinquency (Bronstein, Stoll, Clauson, Abrams, & Briones, 1994; Clark, 2005; Magill-Evans & Harrison, 2001; Marsiglio et al., 2000). Meanwhile, inadequate paternal involvement is related to poorer academic achievement and cognitive abilities, which transcends the effects of low socioeconomic status (Flouri & Buchanan, 2004). Paternal involvement also has positive psychological effects, including less depression, higher self-esteem, and fewer behavior problems (Amato & Rivera, 1999; Bronstein et al.; Marsiglio et al.). In the home, only 57% of children aged three to five are read to every day by a family member (Federal Interagency Forum on Child and Family Statistics, 1997), and fathers unfortunately tend to read to their children less often than do mothers (Flouri & Buchanan, 2004). The Fathers Reading Every Day (FRED) 4-week program aims to meet two objectives related to this problem: (1) to improve children's reading skills and academic performance through reading and paternal involvement and (2) to strengthen the emotional bond between fathers and their children (Green, 2004). Evaluation CriteriaThe Fathers Reading Every Day (FRED): Leader's Guide was reviewed using four evaluation criteria:
Program DescriptionFathers Reading Every Day (FRED): Leader's Guide was originally developed by Lynn Bourland White and Stephen Greene in 2001 at the Texas Cooperative Extension at Texas A&M University System (S. Green, personal communication, March 27, 2006). The program was titled after Fred Bourland, who read to his children as they grew up (Green, 2004). The program is targeted to fathers (and father figures) of young children and can be adopted for use with other male role models if the father is not present (Green, 2002). The materials are sensitive to ethnic diversity, including the graphics. The authors suggest contact with libraries to obtain books in languages needed for the population served. The program can encourage literacy for fathers who speak English as a second language (Green, 2003). Complimentary Spanish materials are available. Green (2004) provides a 14-page curriculum with supplements. The curriculum justifies the program using empirical evidence. It provides information about target audiences and program structure. It also provides guidelines for planning, implementing, and evaluating the FRED program, including finding a location, contacting donors, conducting events, data entry and analysis, and practical tips. Program implementation and evaluation are especially easy. The guide comes with pre-made overheads and informative handouts. Summary reports are available to evaluators who enter pre- and exit-intervention data on the FRED website. Key teaching strategies include informal classes and an emphasis on self-guidance. The authors target both the parent and child. They utilize lecture, handouts, and transparencies for teaching. The format of the class allows its use in conjunction with other programs and settings. Community collaboration is encouraged with educational institutions and local libraries. The curriculum is implemented with two face-to-face events and information sheets that are mailed weekly. The program costs $240.00. No formal training is needed because the facilitator guide is self-explanatory. The leader's guide covers organizing, planning, recruiting participants, involving donors, implementing, and evaluating the program. Evaluation Conclusions and Ordering InformationThe curriculum was evaluated on four criteria:
Figure 1.
Further information about the curriculum and ordering is available from Texas Cooperative Extension by contacting Stephen Green at (979) 458-4224 or via email at s-green@tamu.edu. ReferencesAmato, P. R., & Rivera, F. (1999). Paternal involvement and children's behavior problems. Journal of Marriage and the Family, 61, 375-384. Bronstein, P., Stoll, M. F., Clauson, J., Abrams, C. L., & Briones, M. (1994). Family Relations, 43, 469-479. Clark, C. (March 2005). Father involvement and children's literacy outcomes. Literacy Today, 42, 14-15. Federal Interagency Forum on Child and Family Statistics. (1997). America's children: Key national indicators of well-being. Retrieved January 17, 2005, from http://www.cdc.gov/nchs/data/misc/amchild.pdf Flouri, E., & Buchanan, A. (2004). Early father's and mother's involvement and child's later educational outcomes. British Journal of Educational Psychology, 74, 141-153. Green, S. (2002). Involving fathers in children's literacy development: An introduction to the Fathers Reading Every Day (FRED) program. Journal of Extension. [On-line], 40. Available at: http://www.joe.org/joe/2002october/iw4.shtml Green, S. (2003). Involving fathers in family literacy: Outcomes and insights from the Fathers Reading Every Day program. Family Literacy Forum & Literacy Harvest, 2(2), 34-40. Available at: http://www.lacnyc.org/resources/publications/harvest/HarvestFall03.pdf Green, S. D. (2004). Fathers reading every day (2nd ed.). College Station, TX: Texas Cooperative Extension. Magill-Evans, J., & Harrison, M. J. (2001). Parent-child interactions, parenting stress, and developmental outcomes at 4 years. Children's health care, 30(2), 135-150. Marsiglio, W., Amato, P., Day, R. D., & Lamb, M. E. (2000). Scholarship on fatherhood in the 1990s and beyond. Journal of Marriage and the Family, 62, 1173-1191. U.S. Census Bureau. (2000). Child support for custodial mothers and fathers:1997. Washington, D.C.: U.S. Government Printing Office.
Do Educational Biographies Have a Place in Extension?
Joey Peutz
Michael Kroth University of Idaho Asking the QuestionEducational biographies and narratives are receiving increased attention in adult education arenas (Rossiter, 2002). As this adult education method continues to grow in popularity, the question that needs to be asked is whether educational biographies have a place in Extension. Our history shows that adult educators in Extension value story and narrative in teaching and learning. We also use story as a vehicle for communicating our own successes. Extension's overall goal is to plan, execute, and evaluate learning experiences that will help individuals gain the knowledge and skills important for solving home, community, farm, and production problems. We do this through educational programs that are research-based. Can we strengthen or enhance the teaching process and our educational programs through educational biographies? Educational BiographiesThe first professional guide to using educational biographies with adult learners was written by Pierre Domince (professor from Switzerland). His book, Learning from Our Lives, gives a step-by-step method of using educational biographies as a tool for understanding adults' learning process. "Educational biography is neither an instrument for collecting data nor a new model for teaching. Instead it offers a way for an adult education practitioner to incorporate a modest and often exploratory inquiry project into an educational program for adults" (Domince, 2000). Many individuals think of their learning as formal education, such as elementary and high school class work. Educational biographies, however, focus more on experiential learning and informal education and often show that learning takes place continuously throughout adult life. When writing an educational biography, adult participants are asked to look back at their lives and reflect on their learning experiences. This reflection may help adults learn how to learn more effectively by understanding what motivates them. An effective Extension educator must understand the adult learner. Extension has embraced and often builds upon the experiences of the adult learner. There is an array of adult learning resources available to enhance our ability to work with the adult learner. One important step is to first clarify our own beliefs and values as both adult learners and as adult educators. Educational biographies are one method or resource to help us with this process. Real Experiences from Educational Biographies"Adult learners, adult educators, and those in the health professions, in politics, and religious studies can benefit from the experience of writing or reading an educational biography, as it is not just an individual's story but the story of society as well; it gives an insight on how adults learn, what they learn, and what motivates them to learn" (O'Hearn, 2002, p 1). To examine O'Hearn's assertion, 20 individuals participating in an adult education class were asked to complete an educational biography describing and reflecting upon their learning experiences. The individuals' backgrounds were diverse. Some taught in Adult Basic Education programs; some were professors in information technology, nursing, and social work; while others were business consultants/trainers and distant learning educators. Four individuals were contacted 6 weeks after the completion of the class. They were asked for their opinions of the process and how they have applied the process. One individual shared the following.
During the 6-week follow-up period, none of the participants had applied the strategy to a teaching situation. Those individuals contacted did share that they thought that having experienced the process made them a stronger educator. When asked if Extension should consider applying this strategy, the responses were positive. One participant thought that educational biographies could be applied to Extension work. She states, "For students who are learning life skills, it may be a way to encourage reflection and show them the value of what they have learned and what they are learning. Another participant also thought there was a link to Extension education. She shared: Experiential learning at its finest. I think Kolb [author: Experiential Learning: Experience as the source of learning and development, 1984] would be proud. It is not a new concept, but I think universities are just coming around to the concept. I could be wrong, but it is not something that I have experienced in an educational setting prior to this year. Implications for ExtensionCompleting educational biographies assists adults in their learning. Extension educators can look at applying the process from two perspectives: 1) Personally writing an educational biography and reflecting on their learning experiences and 2) Encouraging program participants to complete the process. By completing the experience themselves, Extension educators can strengthen their own teaching styles. Adult educators have a strong understanding of their own learning and motivations. This will give them even more depth, and will also allow them to speak from experience when assigning this task to others. We recommend they consider asking participants to do some writing or journaling about their own learning and why they found that experience to be significant. By building this component into a class or program, Extension faculty can gain a better understanding of the adult learner and enhance the learning experience. ReferencesDominice, P. (2000). Learning from our lives: Using educational biographies with adults. Jossey-Bass. San Francisco, CA. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning an development. Englewood Cliffs, N.J.: Prentice-Hall. O'Hearn, O. L. (2002). Book Review. Learning from our lives: Using educational biographies with adults. Retrieved 12/9/2005. http://edrev.asu.edu/reviews/rev167.htm Rossiter, M. (2002). Narrative and stories in adult teaching and learning. (Report No. 241). Columbus, OH: The Ohio State University Center on Education and Training for Employment. (ERIC Document Reproduction Service No. ED-CE-02-241)
Professional Meetings: Planning and Performing Multiple Location Tours for Maximum Benefit and Impact
J. Larry Oldham IntroductionProfessional meetings are increasingly expensive investments for individuals and/or their employing institutions in money and time away from the office. State, regional, national, and international meetings of agricultural and natural resource professions often include educational tours to highlight unique features in the vicinity. To justify the cost during tight budgetary times, distant meetings must offer high-quality programming that provides clear and effective education. I have participated in professional tours as client, tractor driver, content provider, planner, and coordinator. My experience ranges from fantastic to horrible. Not all of my bad tour experiences could have been mitigated by better planning, preparation, or performance. However a systematic approach may lessen the pain endured by Extension clients and improve program impact. The goal is an effective educational experience for professionals who are investing time and institutional support in the exercise. Hawkins and Southard (2001) provided a detailed checklist for planning, implementing, and evaluating Extension field days with a 6-month gestation period from first planning to follow-up evaluations. This discussion focuses on the special considerations for multiple site events that may involve planning timelines of a year or more. PlanningSuccessful tours begin with successful planning processes. If a meeting is important enough for people to travel great distances to attend, it is important enough to devote adequate time and personnel to planning, practicing, and providing. Collaborative processes between the sponsoring organization and the planning, facilitation, and implementation team need to start early (Taylor-Powell & Rossing, 1998). The model below offers a general planning and implementation guideline. SituationParticipants in the meetings of agricultural/natural resources professional groups are often interested in learning about unique operations and practices available in the vicinity of their conferences. Resources/InputsAdequate financial resource commitment at the beginning is critical. Transportation, insurance, refreshments, meals, speaker stipends and/or travel, and other anticipated costs must be anticipated. Local knowledge and assets in organizations, individuals, and community resources must be utilized in implementation. Extension personnel often have unique blends of interactions in the area, including individuals, private technical service providers, other agencies (local, state, and federal), financial organizations, and stakeholder groups that can facilitate local activities to meet the planning needs of the professional group. ActionsNumerous activities are necessary before a successful professional meeting tour. This list likely is not complete for every tour, but should provide starting points for discussion.
Participants/Target AudiencesParticipants in national and/or international professional meeting tours are often well educated and informed, plan and implement their own professional meetings, and have high expectations for education to amplify their own endeavors. To justify the time and expense of the professional tour, it is important to know their expectations, and meet or exceed them. OutcomesShort-term outcomes are changes in attitude, knowledge, skills, and behavior. Additionally, tour events may have organizational outcomes such as improvement or changes in future tours and improved resource effectiveness. Capturing these outcomes requires multiple evaluation tools such as immediate or post-event participant surveys and post-event planning committee debriefings (Taylor-Powell & Rossing, 1998, Table 3). Longer term outcomes are more difficult to assess. Intermediate results depend on implementation by the audience. Long-term results are changed conditions. Evaluation at these time frames is the role and responsibility of the sponsoring entities through time. SummarySuccessful multi-location professional tours are the result of planning, preparation, and practice processes that justify the significant resource investment. Time, money, and other assets must be inventoried and employed wisely to maximize results. Contingency planning and evaluation development are critical elements of event planning. ReferencesHawkins, S. E., & Southard, B. (2001). Field tours--An old tool that can still work. Journal of Extension [On-Line]. 39(1). Available at: http://www.joe.org/joe/2001february/tt4.html Taylor-Powell, E., & Rossing, B. (1998). Evaluating collaborations: Challenges and methods. Retrieved May 22, 2006, from http://danr.ucop.edu/eee-aea/rossing.html
Forest Resources Digital Information System
Charles T. Bargeron
Arvind C. Shah
G. Keith Douce
David J. Moorhead IntroductionForest health management decisions must be based upon correct identification of insects and diseases, and an understanding of the complex biology of the ecosystem in which they operate. Because forest insects and pathogens are small and varied, the availability of good images aids greatly in identification, and modern technologies allow, in addition to printed materials, visual presentations incorporating sound, text, images, and video. However, ready access to quality pictures of these organisms is often limited by the following:
Forestry Images was developed to provide these resources to users. Forestry Images is widely used by scientists, photographers, and Web users from around the world for research and educational purposes. Photographers make a significant contribution of images on a continuing basis, and Forestry Images has grown from 3,500 images to over 40,000 images. The statistical analysis of the survey data as well as system generated Web statistics indicate that the system has been extensively used on different platforms. Features of the SystemForestry Images is a standards compliant (Zeldman, 2003), modular, fully documented system with improved performance and security. The system is further enhanced with the ability to sort tables and deliver images through a shopping cart feature. The system consists of the following components:
Data in the Forestry Images System consist of images, subject description, and photographer. A subject table includes the taxonomic information, categories, common names, references, and other related information for classification and search functions. Web InterfaceThe Web site is available at <http://www.forestryimages.org>. The site opens with the following home page (Figure 1). Figure 1.
Cascading style sheets are used for the site navigation bar (Home, About Us, Join/Sign in, Your Account, and Help) at the top right of each page (Figure 2), the topic-based area at center, and the left side bar to create a rollover effect and highlight the links. Figure 2.
The homepage allows users with different interests to locate images in two ways - searching and browsing. Searching the Web SiteSearches can be performed using a number of criteria:
Search results display thumbnails (Figure 3) and associated information (Figure 4). Figure 3.
Figure 4.
Browsing the Web SiteThe browsing function is based on a series of selections from the website's classification system. The user first selects an area of interest on the homepage, then chooses from a list of categories or areas within that choice to receive a table of all subjects found in that classification displaying the subject name, scientific name, taxonomic order, and family. This takes the user to a subject page allowing the user to view the images, their descriptions, photographers, and full scientific taxonomy. Each taxonomic level is hyperlinked to a list of their children. The user may also choose to switch to a thumbnail view that provides options to increase the number of images shown on each page and to browse between pages. The "final" page (Figure 5) of the browse interface is the detail page, and it includes all information relating to an image with a statement on how the image can be used and the proper image citation. Links to additional images of the subject and photographer are provided. Figure 5.
ConclusionForestry Images System is a digital tool that provides readily accessible information and high-quality images to researchers, educators, and students. The system grows at an exponential rate as new images are added, and its access by users from around the world has also increased. The system is periodically evaluated to measure its performance and usefulness, and to adapt new technology as it becomes available to meet the needs of its users. ReferencesBargeron, C. T, Douce G. K., & Moorhead D. J. (2000). Bugwood--The Web site and the concept. Invited Presentation at the 2000 National Extension Technology Conference, College Station, Texas, May 21-24, 2000. Zeldman, J. (2003). Designing with Web standards. New Riders Publishing, Indianapolis, USA. 436 p. Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org. If you have difficulties viewing or printing this page, please contact JOE Technical Support. |
