The targeting life skills model created by Dr. Patricia A. Hendricks represents the skills developed by youths participating in 4-H. The model is used to identify desired learning and action outcomes of positive youth development programs. An article related to the origins and validation of the model was never published. This oral history…

Many pioneers in family and consumer sciences (FCS) are not recognized for what they accomplished. How evident this became as the author learned of a home economist who preceded many members and did so much for her state and its people during much of the 1900s. The author read an article from "New Mexico Magazine" which features three…

As North Carolina FCS celebrates its 100-year centennial, it is time to reflect. For a century, FCS professionals have helped families apply research-based knowledge and principles. This article describes how American families have changed and how we have met those changes in our Extension roles. We also challenge FCS professionals to view the…

Extension professionals are in a position to benefit personally and professionally from the development of networks and can help others reap such benefits as increased job opportunities, improved well-being, and enhanced communications. (SK)

A study of 23 Ohio Extension agents who had multicounty responsibilities was conducted to determine how they were adjusting to their new positions. Responses from 21 agents showed that they thought the experience stimulating, frustrating, and exhausting. Indicated that they need adequate support staff and time-saving equipment. (JOW)

Advice for extension agents in fund raising includes (1) get permission; (2) take responsibility; (3) establish support groups; (4) gather smaller grants first; (5) fit programs to political priorities of funders; (6) have a sample product; (7) look in many places; and (8) be patient. (SK)

From interviews with six mentor/protege pairs of extension agents (half of whom had negative experiences) were derived the following factors for effective mentoring: similar program responsibilities, geographic proximity, frequent information sharing, successful initiation of the relationship, friendship, clear expectations, and good mentor…

Extension has been described as "knowledge applied" or "knowledge extended." The research community has begun to recognize Extension's role in creating knowledge. A collaboration in which extension agents served as full research partners revealed challenges to research design and methodology, extension practice, and organizational style and…

Describes "4-H in the Schools," a cost-effective alternative for reaching youth at a time and place where their numbers are significant. Schools offer opportunities to reach a wide variety of youth or to target specific groups. (Author)

The author describes the problems facing an extension agent in selecting and utilizing indigenous paraprofessionals to teach extension programs in their neighborhoods. She suggests that extension professionals look on the requirement for them to supervise paraprofessionals as a challenge to extend and improve extension programs. (MF)

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)

Extension professions can bring specific expertise to solving community housing problems with local organizations: community knowledge, housing knowledge, volunteer development skills, and organizational development skills. (SK)

Discusses two teaching models for dealing with public policy issues. The Advocacy Model is used in taking a stand on policy issues and the Alternative-Consequences Model is used if the educator believes that he/she should not take a stand. (JOW)

The village adult education center holds the key to the success or failure of rural adult education programs. To meet the objectives of field work, new methodologies and approaches are needed, and programs must be strongly community-based. (SK)

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)