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Organizational Impacts of Extension State Systems on Evaluation Practice in the Field
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| Presenter(s):
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| Alexa J Lamm, University of Florida, alamm@ufl.edu
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| Glenn D Israel, University of Florida, gdisrael@ufl.edu
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| Tracy Irani, University of Florida, irani@ufl.edu
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| Abstract:
Very little research has been conducted regarding how the organizational structure of a state Extension system has influenced the individual evaluation behaviors of extension professionals in the field. Organizational structure, as it deals with evaluation, is a complex topic encompassing multiple layers including the broad mission and vision, reporting and leadership within the system, interaction patterns, and the individuals who do the work. By developing a comprehensive model, bringing together the concepts of organizational change and individual planned behavior within the context of evaluation, a greater understanding of the theoretical underpinnings of organizational structure and its influences on individual behavior in regards to evaluation can be gained. With this framework, we can begin to explore how Extension systems can enhance the willingness of Extension professionals at all levels to engage in high quality evaluation practices.
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Applying Extension Methodology in an African Education and Food Security Program: Lessons Learned About Maintaining Quality From a Distance
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| Presenter(s):
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| Mary Crave, University of Wisconsin, crave@conted.uwex.edu
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| Abstract:
This session will review a 5-year Teacher Training for School Gardens pilot program in two African countries funded by the US Agency for International Development (USAID) and implemented by the US Department of Agriculture (USDA) in partnership with a land-grant university. USDA is interested in promoting food security using school gardens as a delivery method. USAID is interested in improving basic education using school gardens as a learning laboratory. The project included developing curriculum materials, training teachers, and conducting monitoring and evaluation visits to each participating school. Program outcomes have implications for the many countries around the world who are interested in teaching vocational and food security skills to youth while improving students’ science literacy. Tension between USDA and USAID expectations and goals, some challenges and benefits of applying extension education methods in different cultures, and lessons from monitoring partner input and program quality from a distance will be discussed.
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Assessing Youth Program Quality in 4-H Club Settings: Outcomes from Four Arizona Counties
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| Presenter(s):
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| Amy Schaller, University of Arizona, aschalle@email.arizona.edu
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| Christine Bracamonte Wiggs, University of Arizona, cbmonte@email.arizona.edu
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| Lynne Borden, University of Arizona, bordenl@ag.arizona.edu
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| Abstract:
There is strong evidence that participation in a high quality youth program can promote a young person’s positive development. In addition to developing and implementing high quality youth programs, it is imperative that programs also undergo assessment to improve design and implementation, to create accountability, and to measure outcomes and impacts. This paper will describe findings from a multi-site pilot study, conducted by the University of Arizona-Cooperative Extension, assessing youth program quality among diverse 4-H club settings across Arizona. The paper will highlight the process of developing the youth program quality survey; address the incorporation of technology (radio frequency clickers) to aid in data collection; describe preliminary data findings from the study, including descriptive and inferential statistics; and discuss implications of the findings and validated instrument for the field of positive youth development.
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A Systems Perspective on the Challenges in Finding Measures for High-Quality Evaluation
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| Presenter(s):
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| Monica Hargraves, Cornell University, mjh51@cornell.edu
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| Abstract:
Extension systems and programs face increasing pressure for accountability, evidence of impact, and continuing program development and improvement. Efforts to develop high-quality measures and to make them more accessible to educators are a vital contribution to this situation. However this increased access is only part of the solution. It is also important to improve decision-making regarding measure selection. Drawing on experience with the Systems Evaluation Protocol developed by the Cornell Office for Research on Evaluation, this paper examines various factors that come into play in determining how well an evaluation (and measure) “fit” a program. Knowing when and why to use well-established and standardized measures, and when to adopt or add alternative measurement strategies, is an essential determinant of evaluation quality. This presentation offers some decision-making guidelines.
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