An off-campus training program for rehabilitation teachers of the visually impaired in rural areas was cosponsored by Dominican College and the New York State Commission for the Blind and Visually Handicapped. A unique feature of the program was the use of on-site rehabilitation teachers as adjunct faculty. (Author/JDD)

Participants in the Cornell Cooperative Extension 4-H Youth Development Program ranked concept maps of the meaning of the program's new vision and mapped their own perceptions. Differing perspectives were refined into a shared vision and highlighted the need for understanding client characteristics and the social climate of the program. (SK)

A survey of 50 cooperative extension directors received 37 responses that identified the trends in delivery of extension programs and profiled characteristics of field-based faculty related to employability and job mobility. A majority expected delivery modes to change from single agents to multicounty offices, with telecommunications increasing…

Minnesota Extension Service's framework of quality indicators for program management/evaluation includes (1) problem selection (important, focused, grounded); (2) commitment (timely, credible, capacity); (3) strategy implementation (results oriented, responsive, feasible, flexible, systematic); and (4) review (utility, evidence, follow-through).…

Interviews with 22 faculty teaching in off-campus programs showed (1) teacher role changed because of compressed time frame, student expectations, and existence of cohort groups; (2) professional and personal satisfaction diminished because of time pressures, diminished interaction with on-campus colleagues; and (3) faculty needed consistent…

Apps looks at the kinds of changes and leaders needed by extension in the future; Ladewig expresses concerns about too much change without sufficient consideration of the bases of extension. (JOW)

Nebraska Cooperative Extension coordinated early childhood education conferences including child care provider training. Expansion throughout the state indicates that it is meeting an expressed need for staff development. (Author/JOW)

A model of essential actions influencing extension agents' participation in a program identified four primary motivating factors: (1) clarity of program participation; (2) availability of resources; (3) freedom of choice; and (4) relevance to job description or work plan. (SK)

Mutual improvement societies were at the forefront of adult education in New Zealand from 1870-1915. Although university extension and technical education were major contributors to adult education in Britain and Australia, they were less successful in New Zealand; thus the mutual improvement societies were predominant. (SK)

A survey of 85 4-H members aged 9-19 enrolled in a clothing project found the following factors to be significant influences in project completion: parental encouragement, role models, leadership, and incentives. (SK)

Explores the history of university extension in Canada from the mid-nineteenth century through the growth of the adult education movement in the 1950s and 1960s, change of the Canadian Association of Directors of Extension and Summer Schools into the Canadian Association for University Continuing Education in 1974, to the challenges of the 1980s…

Outlines two models for working with families living in at-risk environments: the empowerment model and the expert model, with particular emphasis on the role of paraprofessionals. (Author)

In both education and extension studies, the traditional approach (transfer of knowledge, learning as passive absorption) has given way to new discourses: in education, knowledge construction and in extension, participatory learning and research. The new paradigms have yet to be formed into effective praxis. (SK)

Participant observations, interviews, and questionnaires verified the success of a co-learning approach in which soil nitrogen workshops were developed cooperatively by extension agents, researchers, and farmers. Key factors were facilitation of group inquiry and tailoring of technical information to the socioeconomic context. (SK)

Extension educators broadened their capacity to educate more Latino families about lead poisoning through collaboration with community agencies. Agencies were provided multicultural curriculum materials and staff training to carry the program into the community. (SK)