This problem selection model for extension programing presents 20 criteria grouped in the categories of mission, indication of need, community support, impact, and organizational support and provides guidelines for weighing and evaluating the criteria when making program decisions. (SK)

Describes the reorganization of Nebraska's statewide Extension System into multicounty rather than local extension programing units. Includes recommendations to those involved in forming multicounty units. (Author/JOW)

Illustrates steps in the evaluation process, reports findings from the evaluation, demonstrates the importance of planning evaluations before programs are implemented, and encourages the use of evaluation techniques in program development. (JOW)

The author suggests that citizen involvement can be influenced by two major factors: (1) the extension agent's personal orientation as a programer and (2) the programing situation. (CT)

Concept mapping for program planning involves group brainstorming of needs, individual rating of the results, and individual grouping of needs into themes. Computer sorting of the information results in a pictorial map and statistical ratings of clustered topics. (SK)

Looks at a study of 36 extension officers that found that 89% of the agents had specific plans, but only 8% of the programs were implemented as specified. Suggests reasons for the discrepancy and suggests a flexible planning model for more effective programming. (JOW)

"Black box" evaluation considers program input and outcomes (what) without considering process (how and why). A broader approach to evaluation based on implementation process theory explores the social system context of programs and provides information useful for improving them. (SK)

Cooperative extension sites may not meet Americans with Disabilities Act guidelines. Extension agents should evaluate the following areas to ensure compliance: facilities, marketing, decision making, faculty awareness, resources, policies, and evaluation. (SK)

Suggests a need to examine the assumptions of the program planning model and explore new ways of meeting social needs through extension education. Argues that the reductionistic program planning model is useful but only in certain situations; new ways of approaching complex social issues need to be considered. (Author/JOW)

Discusses the importance of determining the educational needs of a group before implementing a program. (JOW)

To overcome agent resistance to issues-based programming, an extension service used a stakeholder task force to identify critical issues. A survey was constructed and conducted with a sample population to verify the importance of the issues for program development. (SK)

The author lists four goals in teaching marketing to farmers: Change the farmers' attitudes about marketing; encourage them to plan their marketing and integrate it with the production, financing, and risk-bearing aspects of their business; get their marketing into a decision-making context; and help them monitor their progress. (CT)

The author states that computer program development is simply extension's program development process focused on computer applications, and that extension personnel, the end-product users, can design computer programs to meet their own needs. He discusses principles of systems analysis and design, training, implementation, and evaluation. (MF)

Research shows that farmers are the most important influence on the adoption of new methods by other farmers. Results reaffirm the importance of targeting beyond actual participants in designing and evaluating extension programs. (JOW)

Features two approaches to studying teenagers' interests and needs. Wisconsin involves multiple agencies in a communitywide teen assessment; Louisiana aims to make 4-H programing more responsive and current. Both emphasize the importance of gathering data directly from teenagers. (JOW)