High rates of obesity are seen across the country with rural areas disproportionately affected. Based on the socio-ecological model, policy, system, and environmental approaches targeted at the population level have the potential to create more sustainable health behavior change than individual level approaches. Historically, the Cooperative Extension Service (CES) has provided direct education related to healthy eating and active living in response to high obesity rates. Utilizing the resources and infrastructure of the CES, the Centers for Disease Control challenged CESs across the country to implement PSE strategies in counties with obesity rates greater than 40% through the CDC 1416 High Obesity Project. This qualitative study examined the experiences of Family and Consumer Science (FCS) Cooperative Extension Agents in conducting PSE strategies in addition to their direct education roles within their rural counties in an effort to reduce the high prevalence of obesity. Semi-structured, in-depth interviews with ten FCS Extension agents from Kentucky and Tennessee were conducted upon completion of the project and were analyzed thematically. These FCS agents encountered several barriers while implementing PSE strategies including inadequate training and poor communication regarding responsibilities and available resources. In addition, FCS agents found PSE work to be overwhelming and time consuming. Agents felt that support from project staff and their community partners allowed them to be successful. Findings from this study will be used to better prepare FCS agents in other rural counties across the country to conduct PSE work in an effort to reduce obesity prevalence in their communities.

With medical advancement and technology, generations are living longer. The process of aging is accompanied by development of chronic disease, reduced physical function, and increased risk of mortality. Older adults do not meet dietary requirements for fruits and vegetables due to lack of access, early satiety, socioeconomic factors, etc. Without proper attainment of fruit and vegetable recommendations, older adults are placed at risk of chronic disease. Interventions exist to help bridge the gap between older adult nutrition and currently established dietary guidelines. Built environments, such as community gardens, have received attentions in the public health arena as a successful way to engage the older adult population with benefits ranging from improved dietary behaviors to increased socializations and improved mental health. Many services for older adults are financially supported through the Older Americans Act. Interventions between community and academic entities require collaborative effort of the researchers at the university, the community members, as well as cooperative extension. Successful interventions engage all levels of the socioeconomic model. Engagement of all program stakeholders as well as clear communication and group collaboration serve as critical necessities in supporting a sustainable intervention of this kind.

Clearly understanding and specifying Extension’s role in community resource and economic development (CRED) programming will allow Extension to more effectively serve the communities in which it operates and communicate a clear purpose to stakeholders. All levels of management might not know how CRED efforts are defined at the national/regional or state level, how much human and financial support is allocated, or what upper level administrators think might be some external/internal constraints. A valid image of national and regional organizational capacities in community resource and economic development will allow for clearer understanding and communication of this programmatic area to potential partners and sponsors. Identifying programming shortfalls, weaknesses and external constraints will allow for strategic planning to address organizational deficiencies. This study sought to inform this process by providing up to date data on CRED Extension programming from across the nation. The purpose of this study was to ascertain the attitudes and perceptions of Extension administrators and directors in regards to the perceived role, function and direction of CRED Extension programming as well as the social-environmental factors that could be affecting system resources. The researcher e-mailed all 115 administrators and associate administrators of the Extension System due to their administrative responsibility. The study found limited regional overall variation among respondents regarding perceptions on the role of Extension in CRED. Consistent perceptions on programming and research priorities were identified. It was perceived that the CRED Extension programming and research being done was failing to meet the needs of the people they serve. Regional variation was found in human and financial resource allocations to CRED. Full-time-equivalents devoted to CRED programming and research was perceived as being insufficient. Resources were seen as primarily decreasing in all programmatic areas. Respondents perceived that increased external linkages and mass media could build support and awareness for all that Extension has to offer. The results of this study should prove to be useful in obtaining a better understanding of all that Extension has to offer and how the organization might improve its efforts in CRED research and programming.

The purpose of the study was to (1) determine the number of handicapped children being served by 4-H programs of the Indiana Cooperative Extension Service, (2) describe the organization and the presentation of the programs, and (3) develop a model for evaluating the impact a 4-H program for handicapped children has on the administration of the total 4-H program being offered in the county. For purposes of the study, the term handicapped referred to children that were emotionally disturbed, learning disabled, mentally retarded, and/or physically handicapped.The population for the study included all Extension Agents-Youth of the Indiana Cooperative Extension Service in each of the 92 Indiana counties. Where more than one Extension Agent-Youth was employed in a county, only one response was requested as the needed information concerned the total county 4-H program being offered.A questionnaire, developed from a review of selected literature, was used as the method to gather data from the study group. The survey instrument was submitted to a group of 20 doctoral students and three professors of Educational Administration and Supervision for recommendations, subsequently revised and mailed to the study population.Counties where 4-H programs for handicapped children have been developed were identified. Extension Agents-Youth working the counties where 4-H programs for handicapped children existed were asked questions regarding (1) the number of handicapped children being served in the county, (2) how the 4-H programs for handicapped children were organized and presented, and (3) the percent of impact the development of a 4-H program for handicapped children had on the total county 4-H program in the specific areas of (a) personnel and staffing, (b) facilities, (c) materials and supplies, (d) finance, (e) time allocation and (f) the overall expenditure of the program. In addition, Extension AgentsYouth were asked questions regarding specific perceptions of the 4-H program for handicapped children in relation to the total 4-H program being offered in the county.Data received from the questionnaire were compiled and used to provide an account of the involvement of handicapped children in 4-H programs in Indiana. Responses from the different Extension Agents-Youth in the 92 counties where 4-H programs for handicapped children existed were analyzed, summarized, and reported in table and narrative form.The findings and conclusions of the study support the following recommendations:1. Additional research in the study of increased 4-H programming for handicapped children is greatly needed.2. Formal programs and in-service training designed to provide proper and adequate training for leaders of 4-H programs for handicapped children should be increased.3. Extension Agents-Youth and leaders of 4-H programs for handicapped children should become more familiar with current laws affecting educational programming for handicapped children. 4. Additional guidelines for organizing, developing, and implementing 4-H programs for handicapped children should be considered by Extension personnel. 5. Documentation regarding the number of handicapped children participating in 4-H programs should be more thoroughly recorded by Extension personnel and reported to the State Extension Office. 6. Since the life blood of 4-H programs for the handicapped is the volunteer leader, efforts should be increased to recruit highly motivated, sincere individuals with a keen interest in working with special children.7. A task force of representatives of special educators and Extension Agents- Youth should be established to explore the need for possible programs.

Texas is one of 17 states with both 1862 and 1890 Extension programs. The purpose of this study was to examine the partnership amongst agents of Texas AgriLife Extension Service and the Cooperative Extension Program, in counties that have both Extension programs. Seventy-eight agents participated in the study, of which, 73% (N=57) were employed by Texas AgriLife Extension Service and 24% (N=19) were employed by the Cooperative Extension Program. Cohen's D Effect Size was used to determine the practical significance of differences among agents' perception of the relevance of Texas AgriLife Extension Service, Cooperative Extension Program at Prairie View A&M University, along with the agents' understanding of the partnership, willingness to partner and knowledge of the Operational Guidelines. As part of the study, agents also identified strengths, weaknesses, and opportunities of having two programs in the State and provided recommendations for strengthening the partnership. Among agents, there was a high degree of relevance for Texas AgriLife Extension Service, while there was a moderate degree of relevance for the Cooperative Extension Program-Prairie View A&M. Cohen's D Effect size suggested a large practical difference amongst agents in their perception of both Extension programs. Findings indicated a moderate degree of knowledge of the Operational Guidelines and understanding of the partnership amongst agents. Cohen's D Effect size value (d =.1.29) and (d =1.30) suggested a large practical differences amongst agents, from the two programs, in relation to their willingness to partner and understanding of the partnership respectively. Strengths of having two Extension programs identified by agents were the Extension programs ability to reach new and diverse audiences and address community and state needs. Weaknesses identified were agents competing against one another for audiences, two programs causing confusion to clientele, and a lack of understanding on how to collaborate. Opportunities of having two Extension programs identified were collaborating on programs, reaching diverse audiences, and the ability to provide more services. Agents provided recommendations of better communication to understanding the partnership and how to partner, clearer job descriptions to prevent duplication and competition, and making the citizens the priority instead of the Extension programs.

According to research by Tennessen, PonTell, Romine and Motheral (1997), the Extension System has been educating the nation for over 96 years, and the idea of using technology as a medium for education has been in the minds of Extension educators for over 40 years. The National E-Extension (eXtension) Initiative is being adopted at a rapid pace, and the history of this impact requires documentation in order to assist others in similar adoption and diffusion processes. The purpose of this historical study was to describe how and why eXtension was established and the implementation of Moodle as a Course Management System (CMS) within eXtension. The researcher was able to determine that the eXtension system is becoming an accepted form of education for Extension. However, barriers to adoption do exist. The study revealed that online education is becoming part of Extension through eXtension, but as awareness grows and develops the eXtension system must do the same. Technology is offering new ways to reach clientele, and as such, Extension continues to strive to take advantage of these technologies. This study consisted of two parts. The first part sought to document the history of eXtension and the implementation of Moodle as a Course Management System (CMS) in Extension. The second part sought to identify the strengths, weaknesses, opportunities and threats (SWOT) related to the use of Moodle as a Course Management System within eXtension. Interviews were conducted with five individuals knowledgeable of the history of eXtension and the implementation of Moodle concerning their experience. For the second part, interviews were conducted with nine individuals currently serving as instructors within one or both eXtension Moodle websites. The researcher was able to document the history of eXtension and Moodle and determine 11 emerging themes within the predetermined areas of strengths, weaknesses, opportunities and threats. Findings revealed that those involved in using Moodle within Extension have knowledge of the innovation, have formed an attitude toward the innovation, and have decided to adopt or reject the innovation based on the stages of Rogers' innovation-decision process. Completion of the implementation of the innovation and confirmation of the decision stage of the process will be most effectively completed through the work of eXtension at the national level.

The purpose of this study was to determine the organizational and individual factors related to job retention of Texas county Extension agents and learn why agents choose to stay employed by Texas Cooperative Extension. The population for the study included 419 Texas county Extension agents employed for at least three years. The response rate for the web-based questionnaire was 87% or 364 respondents. The Likerttype scale instrument consisted of thirty-eight questions divided into four sections: eleven organizational factors; ten individual work related factors; five individual non-work related; and twelve demographic questions. Each section had one open-ended question for the respondents to comment. Employee turnover is costly to any organization as costs can be as high as over 100% of the employee’s annual salary. Retention of employees is important, not only, for economic reasons but to provide a quality product or service without interruption of services during an employee’s vacancy. Of the respondents, 58% of the county Extension agents have been employed for more than eleven years and 35% have worked for over twenty years. 89% of the county Extension agents have served in more than one county during their tenure and of those 298, 56% have served in more than three counties. The four, most important retention factors identified by county Extension agents were: interesting work; variety of work/scheduling; opportunity to contribute to my community; and personal satisfaction. There was a very strong relationship between recognition from supervisor and the understanding/fairness of supervisor as a reason why county Extension agents choose to stay employed by Texas Cooperative Extension. The recommendations from the study should be considered by Extension administration to put into practice to decrease employee turnover and increase retention among Texas county Extension agent.

This study sought to develop a list of best management competencies, benefits and limitations for Texas Cooperative Extension Agents who are Master Gardener Coordinators using a Delphi technique. The study utilized fifteen expert County Extension Agent Master Gardener Coordinators throughout the State of Texas as the expert Delphi panel. Three research questions were asked of the expert panel members. Those questions included: 1. What competencies do you need to be an efficient and effective Master Gardener Coordinator?, 2. What are the perceived benefits of being a Master Gardener Coordinator? and 3. What are the limiting factors (problems) of being a Master Gardener Coordinator? One hundred-twenty consolidated statements were generated by the panel in response to these questions. These statements were subsequently rated by the panel for their strength of agreement with each statement on a six-point Likert-type scale (6 = "Strongly Agree," 5 = "Agree," 4 = "Somewhat Agree," 3 = "Somewhat Disagree," 2 = "Disagree," and 1 = "Strongly Disagree"). Consensus was reached on 64 competencies needed by Master Gardener Coordinators, answering research question one. There were a total of 19 benefit statements regarding coordinating a Master Gardener program, in response to research question two. Two statements of limiting factors or problems associated with coordinating a Master Gardener Group achieved consensus associated with research question three. Categories of competencies needed included organizational leadership, systems leadership, organizational culture, personal skills and management skills. The panel placed an emphasis on "people" skills, positive attitude and management skills to be an effective Master Gardener Coordinator. Benefits of coordinating Master Gardeners included such items as expanding the reach of the County Extension Agent and increasing Extension's impact. Problems associated with coordinating Master Gardeners included increasing the County Extension Agent's workload as well time commitments. The results of this study will provide Texas Master Gardener Coordinators a list of essential competencies for effectively managing a Master Gardener program. This list will help Extension Master Gardener Coordinators most effectively utilize their time, energy and resources for maximum impact and program success.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 80-87). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 80-87). Also available on the Internet.