October 2004
Volume 42 Number 5

Ideas at Work

Extension and Research Professionals Join Forces to Address a Critical Nutrition Issue

Susan Nitzke
Professor and Extension Specialist
University of Wisconsin-Madison
Madison, Wisconsin
nitzke@nutrisci.wisc.edu

Karen Kritsch
Research Specialist
University of Wisconsin-Madison
Madison, Wisconsin
kkritsch@nutrisci.wisc.edu

Barbara Lohse
Associate Professor
The Pennsylvania State University
University Park, Pennsylvania
lohseb@psu.edu

Tanya Horacek
Associate Professor
Syracuse University
Syracuse, New York
thoracek@syr.edu

Adrienne White
Assoc. Professor
University of Maine
Orono, Maine
aawhite@umenfa.maine.edu

Geoffrey Greene
Professor
University of Rhode Island
Kingston, Rhode Island
gwg@uri.edu

Connie Georgiou
Associate Professor Emerita
Dept. of Nutrition and Food Management
Oregon State University
Corvallis, Oregon
georgioc@oregonstate.edu

Nancy Betts
Interim Associate Dean and Associate Director
Agricultural Research Division, University of Nebraska
Lincoln, Nebraska
nbetts@unlnotes.unl.edu

Linda Boeckner
Extension Specialist
University of Nebraska Panhandle Center
Scottsbluff, Nebraska
LBoeckner1@unl.edu

Introduction

Incorporating theory into practice is strengthened through collaborations between Extension and research personnel (Ukaga et al., 2002; Saunders & Gallagher, 2003). Our research team developed a unique partnership among researchers and practitioners from Cooperative Extension and another institution with outreach functions, jointly referred to as "Extension" in this article. This collaboration not only helps young adults improve their nutritional health but also serves as a model for future research/Extension teams.

Project Goals

Our 10-state project was designed to improve fruit and vegetable consumption in economically disadvantaged young adults, using an intervention based on the Transtheoretical Stages of Change model (Prochaska & Velicer, 1997). The primary objectives were to:

1. Increase fruit and/or vegetable intakes by young adults based on goals outlined in Healthy People 2010 (2000),

2. Determine the effectiveness of a stage-tailored intervention, and

3. Extend these findings to community-based practitioners.

Collaborative Partnership

Research and Extension professionals combined their expertise to design, pilot test, and implement recruitment, assessment, and intervention procedures. Unique collaborations were established between land-grant researchers and Extension partners in nine states and between a researcher and a community studies expert from a private 4-year institution in the tenth state to accomplish four major research functions--design educational materials, develop instruments, recruit/retain subjects, and make educational phone calls (Acknowledgment and Table 1). Extension specialists were state Principal Investigators for this project in Kansas, Nebraska, and Wisconsin. Non-Extension research faculty served as Principal Investigators in the other seven states. Major research functions were accomplished by professionals not directly employed by Extension in six states and, in all but one state (Wisconsin), graduate students played key roles.

Extension practitioners were involved in all aspects of the research, especially recruitment and data collection. For example, theory-based items for instrument scales were drafted jointly by researchers and Extension partners. Researchers revised and finalized the scales using structural equation modeling (Bentler, 1998) and other statistical results from data that were gathered from the target audience by Extension partners.

This team of researchers is part of an 11-state team that studies dietary behavior patterns of young adults (see acknowledgment). Principal Investigators from each state met face-to-face annually and by phone monthly to plan and synchronize activities (Figure 1). Committees of research and Extension partners worked closely to develop tools and protocols for all key functions of the study.

The study utilized a randomized treatment-control, pre-post design and targeted hard-to-reach, low-income (< $16,000/year) young adults aged 18 to 24 years. Extension and outreach partners recruited 2042 participants via direct contact and standardized advertisements. Subjects entered the study over a 6-month time period that began in March, 2003. Three rounds of assessment calls (pre-treatment, mid-treatment, and follow-up) were placed from a central location (WI) (Figure 1).

Figure 1.
Study Time Grid 

This chart illustrates the timeframe for instrument development, training, data collection, and follow-up. Extension and outreach specialists from all participating states played major roles in activities represented by shaded arrows during the developmental and experimental periods.

Subjects were randomized into control or intervention groups in the initial phone assessment, with reassessments at months 4 and 12. Participants received $20 after their first assessment interview and after the final interview. All control subjects received one mailed pamphlet (5-A-Day Publication #GOB101-99). The intervention group received six mailings comprised of a magazine and an individualized, stage-tailored report; four stage-tailored newsletters; and a second report. The reports were computer-generated from one central location (Rhode Island) and included theory-based (Stages of Change) feedback about decisional balance (benefits and barriers of eating fruits and vegetables), self-efficacy, and stage-specific behavior change processes. Subjects also received two educational phone calls conducted by local Extension partners, following specific protocols based on principles of motivational negotiation (Rollnick, Heather, & Bell, 1992).

Key Collaborative Activities

The partnering of research faculty and Extension to develop intervention materials and methods resulted in prototypes that were scientifically valid and theoretically sound while conforming to the needs of community-based educators and target audience members. Intervention materials included a series of four newsletters for fruits and four newsletters for vegetables for each of the five Stages of Change and thousands of text files for the computer-generated individualized reports.

Partners collaborated in conducting qualitative pre-testing of materials, Cloze readability tests (Doak, Doak, & Root, 1996), and psychometric testing of instrument scales. Individual interviews and focus groups were conducted with 250 young adults, with equal numbers of males and females in each stage of change. Approximately 650 young adults participated in psychometric testing.

Educational telephone calls from Extension practitioners or students in each state reinforced the messages in each subject's stage-based report. During these calls, educators answered questions, offered encouragement, facilitated goal-setting, and verified contact information.

Conclusion

Research and Extension partners crafted a unique system of interdependent roles to develop and test a theory-based nutrition intervention. The findings will inform future nutrition education for this target population.

Joint input of researchers and Extension practitioners was essential in every stage of the project, assuring scientific fidelity while paying critical attention to the needs of educators and subjects in community settings. Administrative support and the willingness of team members to engage in a flexible style of planning and goal-oriented problem solving were key elements for success. This team's collaborative arrangements provide a heterogeneous model for future integrated, multi-state research and Extension efforts. The partnership model can inform activities in many areas of education and research with Extension/outreach components.

Acknowledgement

This project was conducted with support from the U.S. Department of Agriculture's Initiative for Future Agriculture and Food Systems (IFAFS 2001-52102-11226) and Agricultural Experiment Stations in AL, IA, KS, ME, MI, NE, OR, RI, and WI.

NC219/IFAFS Research Team:

• Tuskegee University, Tuskegee, AL
  • Beatrice Phillips, Professor
  • Gwendolyn Johnson, Extension Specialist
• Iowa State University, Ames, IA
  • Mary Jane Oakland, Professor
  • Barbara Anderson, Extension Specialist
• Kansas State University, Manhattan, KS
  • Barbara Lohse, Associate Professor and Extension Specialist
    (now at The Pennsylvania State University)
  • Jodi Stotts, Extension Educator
• University of Maine, Orono, ME
  • Adrienne White, Associate Professor
  • Nellie Hedstrom, Extension Specialist
• Michigan State University, East Lansing, MI
  • Sharon Hoerr, Professor
  • Gayle Coleman, Extension Specialist
• University of Nebraska, Scottsbluff and Lincoln, NE
  • Linda Boeckner, Professor and Extension Specialist
  • Nancy Betts, Professor and Associate Dean/Director
• Syracuse University, Syracuse, NY
  • Tanya Horacek, Associate Professor
  • Sarah Dayton, Consumer Studies Instructor
• Oregon State University, Corvallis, OR
  • Connie Georgiou, Associate Professor (Emerita
  • Ellen Schuster, Extension Specialist
• University of Rhode Island, Kingston, RI
  • Geoffrey Greene, Professor
  • Linda Sebelia, Extension Specialist
• University of Wisconsin-Madison
  • Susan Nitzke (IFAFS P.I.), Professor and Extension Specialist
  • Karen Kritsch, Research Specialist

The NC219/IFAFS research team wishes to thank the dozens of students, Extension professionals, and other outreach professionals whose cooperation made this research possible and whose dedication to meeting the nutrition education needs of young adults made this research fulfilling.

References

Bentler, P.M. (1998) EQS for Windows 5.7b. Information available at: http://www.usc.edu/isd/doc/statistics/help/pcsoftware/eqs.pdf

Doak, C. C., Doak, L. G., & Root, J. H. (1996). Teaching patients with low literacy skills. Second ed. J.B. Lippincott Company, Philadelphia.

Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American Journal of Health Promotion, 12,38-48.

Rollnick, S., Heather, N., & Bell, A. (1992). Negotiating behavior change in medical settings: The development of brief motivational interviewing. Journal of Mental Health,1,25-37.

Saunders, K., & Gallagher, T. (2003). Decision-making styles: An exploration of preferences of on- and off-campus faculty. Journal of Extension [On-line], 41(3). Available at: http://www.joe.org/joe/2003june/a1.shtml

Ukaga, O. M., Reichenbach, M. R., Blinn, C. R., Zak, D. M., Hutchison, W. D., & Hegland, N. J. (2002). Building successful campus and field faculty teams. Journal of Extension [On-line], 40(2). Available at: http://www.joe.org/joe/2002april/a3.html

U.S. Department of Health and Human Services. (2000) Healthy People 2010. Second ed. Understanding and Improving Health and Objectives for Improving Health. 2nd volume. Available at: http://www.healthypeople.gov/Document/tableofcontents.htm#Volume2

Taking Spanish-Speaking Countries to the County Through School Enrichment Programs

Scott D. Scheer
Associate Professor and State Extension Specialist
The Ohio State University & OSU Extension
Columbus, Ohio
scheer.9@osu.edu

Gwen Wolford
Leader, Government Relations
The Ohio State University, OARDC, & OSU Extension
Columbus, Ohio

Deborah Wilburn Robinson
World Languages Consultant
Ohio Department of Education
Columbus, Ohio
debbie.robinson@ode.state.oh.us

Judy Conrad
Extension Agent, 4-H Youth Development
The Ohio State University & OSU Extension, Pickaway County
Circleville, Ohio
conrad.67@osu.edu

Introduction

Research indicates that children who have studied a foreign language perform better on standardized tests and excel in basic skills of English, math, and social studies compared to other children who have not participated in such programs (Armstrong & Rodgers, 1997; Rafferty, 1986).  Also, Spanish immersion for elementary-school children has English-language benefits (Cunningham & Graham, 2000).  Many youth today do not have an opportunity to explore a foreign language and culture (Spanish) due to a lack of programming or funding. This article shares and explains how a new 4-H school enrichment program is bringing the Spanish culture and language to children in an elementary school.

Program Description

The program was designed as a Spanish language and culture experience for grades 1 through 4. A stipended volunteer provided support and implementation of the 4-H curriculum with the regular classroom teacher. The more background the volunteer has in Spanish language and culture, the more successful the program will be.

The benefits for incorporating Spanish language and culture activities with 4-H Youth Development were four fold:

1. 4-H is recognized for its school enrichment curriculum and has an established delivery system,

2. 4-H is the leader in informal education,

3. 4-H and Extension systems can provide volunteers and resources that schools cannot, and

4. 4-H has access to research-based information within the land-grant university system and develops educational materials from that information.

The Spanish language and cultural program complements existing 4-H programs for 5 to 8 year-olds, often called "4-H Cloverbuds," "4-H Cloverkids," or "4-H Prep," depending on the state. The program includes an integrated curriculum, classroom activities and lesson plans, audio/visual aids, and a resource list. The curriculum is flexible in utilization, whether in a formal classroom setting; after-school program; home schooling; business and industry where there are immigrant populations; day-care settings; 4-H clubs; and other community youth groups.

The objectives of the program were to:

1. Develop Stage One proficiency in listening, speaking, reading, and writing as described in the 1996 Ohio Model Competency-Based Foreign Languages Program;

2. Develop support for a fully integrated, grade-level appropriate foreign language and cultural program;

3. Serve as a model program for other districts not offering foreign language and cultural education to elementary students.

Program Overview

The 58 activity pieces included in the curriculum are organized to help children progress from exchanging simple greetings to describing themselves and their families. Ideally, the program is designed for an elementary-level foreign language program that meets two - three times per week for about 30 minutes each gathering. Some of the activities focus on specific cultural aspects of Mexico, Puerto Rico, Venezuela, and Costa Rica. These may be used at appropriate times to coincide with holidays such as Cinco de Mayo or Carnaval.

The ultimate goal is to provide children from all areas of the state with a basis for understanding some of the cultures of the Spanish-speaking world and for communicating with people in Spanish-speaking communities.

Sample Curriculum Activity

Following is an example of one of the 58 curriculum activities. English translation is given in parentheses after Spanish notations.

Theme: Greetings, Introductions, and Good-byes.

Objectives:

1. Children will be able to greet the activity leaders and each other.
2. Children will ask and answer "¿Cómo te llamas?" (What is your name?) appropriately.
3. Children will say good-bye to the teacher and each other.

Talking About the Topic:

Tell children that all people have ways to meet and greet each other. Ask how they do so with friends, family, and their leader. Ask what happens if a new person shows up. Ask how they say good-bye. Tell children they will be learning how Spanish-speaking people meet, greet each other, and say good-bye.

Begin with This Activity:

Materials:

De Colores (Of Colors) book & CD

Greet children with "Buenos dias, niños" (Good morning children) or "Buenas tardes, niños" (Good afternoon children). Use gestures to call for imitation of "Buenos dias" (Good morning) or "Buenas tardes (Good afternoon), señor/señora/señorita" (Mr./Mrs./Miss). Sing "Buenos dias" (Good morning) song from De Colores (Of Colors). You will start each lesson with this song. Do not worry this first day about teaching it for mastery to students.

Follow with This Activity:

Materials:

• Name tag for leader (wear around your neck)
• Nametags for children (photocopy nametag sheet, cut down the middle, and have children fold so that nametags will sit in front of them)
• Marker for making nametags

Follow These Steps:

• Point to your name tag and say, "Me llamo ____. ¿Cómo te llamas?" (My name is ____. What is your name?) Call on specific children. Continue to repeat "Me llamo____" (My name is _____) until you have a child who responds with his or her name. Reinforce with "Se llama ____" (His or her name is         ). Continue to ask them their names, using "Me llamo" (My name is) each time. Eventually the children will begin using the expression in addition to their names. If they do not, have them repeat the whole sentence, using hand gestures as needed. As each child gives their name, give a nametag and marker to write their names on it.

• When all children have a name tag, go back quickly through all the children asking, "¿Cómo te llamas?" (What is your name?).  Encourage them to use the whole phrase "Me llamo         " (My name is        ) by having the first few repeat it as necessary.

• Conclude with having each child ask each other "¿Cómo te llamas?" (What is your name?)  and respond.

Close with This Activity:

Materials:

Diez Deditos (Ten Little Fingers) book and CD

Follow These Steps:

Ask the children what they learned today in English. Take up nametags for the next meeting and use them until you know their names.

Conclude with This Step:

Sing goodbye song, "Adios, amigos" (Goodbye, friends) in Diez Deditos (Ten Little Fingers) to them. Say "Adios, niños" (Goodbye, children) and using hand motions, have the children respond, "Adios, señor/señora/señorita" (Goodbye, Mr./Mrs./Miss).

Evaluating Performance:

• Greet each child and have them respond.
• Ask each child "¿Cómo te llamas?" (What is your name?) and have each respond.
• Say good-bye to each child and have each respond.

Program Delivery

The program has primarily been conducted in a rural Ohio elementary school with kindergarten, first, second, and third grade children. The program was offered to all children and had a total of 118 participants. A stipended volunteer visited each classroom three times a week for 30 minutes. The curriculum was designed to reinforce age-appropriate competencies being taught by regular classroom teachers to prepare students for the Ohio proficiency test.

Evaluations

To determine how the children responded to the program, an age-appropriate survey was conducted. The children were asked to put an "X" on a smiley face (YES), sad face (NO), or neutral face (SO SO) in response to three questions that were read aloud to them and repeated at least twice. Question 1 - Do you like your Spanish class. Question 2 - Is Spanish class fun? Question 3 - Do you want to learn more Spanish? The findings according to the total sample and by grade level are given in Table 1 (evaluation conducted by co-author, Debbie Wilburn Robinson).

The evaluation data revealed that overall the children perceived their experiences to be positive for learning about and experiencing the Spanish language and Spanish-speaking cultures. According to grade level, children in higher grades (2nd and 3rd), for all three questions, responded more positively toward the program as compared to children in K, 1st, or 1st/2nd combined.

Implications and Conclusions

The findings support the implementation of this Spanish language and culture program. It provides Extension systems the opportunity to bring foreign language and culture to youth who would otherwise not have an opportunity for this type of experience. Additional benefits would involve service learning activities in which program participants may sing foreign language songs to elderly residents in nursing homes, collect food for food pantries, and display projects about the Spanish language and culture in their communities and schools. In conclusion, beginning language and culture study in the elementary years capitalizes on children's developmental readiness for language learning and allows for the extended time necessary for developing language proficiency and cultural understanding.

Acknowledgements

Special thanks are extended to Hilary Raymond and Carmen Chacon as the lead curriculum writers and for grant support of this program through OSU CARES (Community Access to Resources and Educational Services), a jointly funded effort of University Outreach & Engagement and Ohio State University Extension. In addition, support was received from the school parent-teacher organization.

References

Armstrong, P., & Rodgers, J. (1997). Basic skills revisited: The effects of foreign language instruction on reading, math, and language arts. Learning Language, 2(3), 20-31.

Cunningham, T. H., & Graham, C. R. (2000). Increasing native English vocabulary recognition through Spanish immersion: Cognate transfer from foreign to first language. Journal of Educational Psychology, 92, 37-49.

National 5-8 Curriculum Task Force. (1991). K-3 youth in 4- H: Guidelines for programming. Families, 4-H and Nutrition, Cooperative State Research, Education, and Extension Service. Washington, DC: US Department of Agriculture.

Rafferty, E. (1986). Second language study and basic skills in Louisiana. Baton Rouge: Louisiana Department of Education.

Training Public School Teachers to Teach CHARACTER COUNTS!

Joseph L. Donaldson
Extension Evaluation Specialist
The University of Tennessee
Knoxville, Tennessee
jldonaldson@utk.edu

Introduction

CHARACTER COUNTS! (CC!) is a national coalition of non-profit organizations taking action to teach young people especially the "Six Pillars of Character": Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship. Extension 4-H youth development programs have provided instruction and evaluation for a host of community-based CC! projects. A review of the National CC! Web site revealed nine states with Extension 4-H references (CC!, 2003).

One community-based project occurred in Giles County, Tennessee, where a coalition formed representing government, public service agencies, education, and churches. The Giles County public school system did not have a character education program, and educational leaders had little or no information regarding implementing such a program. Based on the tenet that effective character education is pervasive in the school and community (CC!, 1998), the local coalition identified teacher training in CC! as a critical need for building stronger character in youth.

As a graduate of the Josephson Institute of Ethics Character Development Seminar, the County Extension 4-H Agent designed and delivered a CC! in-service training for public school teachers. This training was one part of a comprehensive character education plan of work that included, among other strategies, a CC! youth public speaking contest, a local day camp, newsletters and club presentations, and volunteer training.

Innovative Approach

The National Staff Development Council (2004) promotes a set of standards for teacher in-service training with the goal that America's state and local school systems would achieve these ideals by 2007. The Extension 4-H Agent used the plethora of CC! materials to design a training consistent with the six National Staff Development Council process standards (2004). These standards were endorsed by the Tennessee State Board of Education (2004), an oversight group appointed by the Governor that set policy for the state's public schools.

Training adults to teach youth is not new; however, designing Extension training that satisfied an in-service requirement for public school teachers offered a new Extension opportunity. Of the Extension 4-H references on the National CC! website, this is the first effort toward fulfilling an in-service requirement for public school teachers. In-service training provides a captive audience of educators who daily reach large numbers of children and adults.

Purpose and Objectives

The purpose of the in-service training was to inform teachers about CC! and provide them with practical ideas for implementing a classroom and school-wide character education program. The program had four specific objectives; to help teachers to:

1. Explain the CC! movement;

2. Describe how CC! makes an impact for youth;

3. Utilize the six pillars of character to build stronger character in youth by incorporating CC! into academics; and

4. Gain ideas for teaching character throughout the school.

The instructional strategies supporting each of these objectives are shown in the in-service training schedule (Table 1).

Methods for Local Scheduling

The Giles County Board of Education has a decentralized method of teacher in-service training. Each principal has administrative responsibility for scheduling five in-service training days, on a variety of topics, at the individual school site each year. The length of training (5 days) is a state mandate, but the training topics are not mandated. The county's eight school principals were contacted via personal letter that described the proposed CC! in-service training, and two elementary school principals were also contacted through personal visits by two different coalition members. The two principals receiving personal visits scheduled the CC! in-service training at their schools. Information was not obtained from nonparticipating principals/schools.

Methods for Satisfying the National Standards

Standard 1: The Training Is Data-Driven

The standard states that teacher training should use "disaggregated student data." The aim is for teachers to set priorities and monitor progress toward instructional goals. With no convenient or ethical way to collect and disseminate disaggregated data, the Extension 4-H Agent showed how outcomes were measured in other programs highlighted on the evidence page of the National CC! Web site (CC!, 2003) and outcomes used in a character education study by South Dakota State University (2003). These outcomes were shared to demonstrate how baseline data was collected and used to measure character education outcomes.

Standard 2: The Training Is Evaluated

This standard establishes the need for evaluative information from more than one source that will direct teacher training improvement and also show outcomes from the teacher training. A one-page survey was created based on the training objectives with a close-ended response scale. Additionally, one question asked if the participants planned to use what they learned (yes/no) and to describe "yes" answers.

Surveys were distributed, completed, and collected at the end of the training. Of the 80 participants surveyed, 70 completed surveys were returned, for an 87% response rate. The questionnaire used a Likert-type scale with these response categories: 5=helpful, 4=fairly helpful, 3=slightly helpful, 2=no help at all, and 1=not applicable. Eight out of 10 teachers rated the training as "helpful" in assisting them to explain the CC! movement, utilize the Six Pillars of Character, and gain ideas for teaching character. Regarding the participants' knowledge of how CC! makes an impact for youth, more than 90% described the program as "helpful" (Table 2).

The majority of teachers (n=38; 54%) planned to use at least one technique presented in the training. In an open-ended question regarding the specific technique they planned to use, four answers were given: role plays, bulletin boards, lessons from the Exercising Character Activity Guides (Adkins, 1995) and songs to promote good character.

Standard 3: The Training Content Is Research-Based

This standard alludes to the fact that training should assist teachers in making decisions based on an appropriate research-base. The Extension Agent highlighted research findings from the South Dakota State University (2003), which was, at the time, the largest study completed of a character education program.

Standards 4 and 5: The Training Is Appropriately Designed to Achieve Its Objectives, and the Training Applies the Body of Knowledge in Human Learning

Teacher training must use "learning strategies appropriate to the intended goal" (standard four) and make an application of "knowledge about human learning and change" (standard five). Instruction included mini-lecture, group discussion, buzz groups, and modeling lesson plans such as those found in the Exercising Character Activity Guides by Adkins (1995). In addition to Exercising Character, the trainer introduced and modeled a number of strategies for teaching character, including the use of videos, books, and bulletin boards. During the training, examples were provided of how character education enriches the cognitive (e.g., ethical decision-making) and affective (e.g., empathy) domains.

Standard 6: Collaboration

This standard states that in-service training ought to "provide educators with the knowledge and skills to collaborate." The training concluded by providing teachers at least one hour to plan instruction, build lesson plans, construct materials, etc., with their colleagues.

Implications

Based on the evaluation results and the experiences of the Extension 4-H Agent who served as the trainer, these suggestions are offered for conducting a similar in-service training.

1. Consider the role of community leaders as central to in-service training success. Both school principals scheduling the Giles County in-service training events at their school had received personal visits from members of the local CC! coalition.

2. The training provider should work closely with one or more teachers so that the local teacher training norms will be understood and incorporated into the training schedule. In the Giles County case, close contact with at least one teacher at each school allowed the Extension 4-H Agent to plan for the collaboration session (which also met a national standard). The typical in-service at both schools provided at least 1 hour for teachers to plan lessons and construct classroom materials with their colleagues.

3. Future character education training for elementary teachers should focus on more in-depth instructional strategies related to role plays, bulletin boards, songs, and the Exercising Character Activity Guides (Adkins, 1995). Other instructional tools shown and used during the training included videos, books, and games (other than the games found in Exercising Character), yet these were not listed by the teachers as strategies they planned to use.

While the real impact of this program will not be seen immediately, effective instruction is one precursor to a social change such as personal character. The position of public school teachers should assist in motivating change among schools, youth and the community at large. The Extension 4-H Youth Development Program does have a role in providing in-service training for professionals. Relationships between Extension 4-H Agents and local school administrators should be strengthened and utilized to achieve Extension's priority program outcomes. Positive teacher reactions, as seen by the high ratings of this training, demonstrate that additional training and follow-up training opportunities should be pursued.

Acknowledgment

CHARACTER COUNTS!^sm is a service mark of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics.

References

Adkins, P. (1995). Exercising character activity guides. Los Angeles, CA:  Josephson Institute of Ethics.

CHARACTER COUNTS! (1998). Character development theories and strategies. Unpublished seminar materials from Character Development Seminars. Los Angeles: Josephson Institute of Ethics.   

CHARACTER COUNTS! (2002). Good ideas to help young people to develop good character, 1st and 2nd Editions. Los Angeles, CA:  Josephson Institute of Ethics.

CHARACTER COUNTS! (2003a). What people are doing. Retrieved August 5, 2003 from Josephson Institute of Ethics Character Counts Coalition Web site: http://www.charactercounts.org/album/albumtoc.htm

CHARACTER COUNTS! (2003b). Evidence. Retrieved December 18, 2003 from Josephson Institute of Ethics Character Counts Coalition Web site:  http://www.charactercounts.org

National Staff Development Council (2004). National standards for teacher training. Retrieved March 31, 2004 from NSDC Web site: http://www.nsdc.org

South Dakota State University (2003). Evaluation studies. Retrieved December 13, 2003 from the South Dakota State University ΠCooperative Extension 4-H Web site: http://4h.sdstate.edu/character/eval_study.htm

Tennessee State Board of Education (2004). Professional development policy. Retrieved March 29, 2004 from the State Board of Education - Approved Board Policies Web site: http://www.state.tn.us/sbe/policies.html

Building Character Through 4-H School Partnerships

Sherry Nickles
Wayne County OSU Extension Agent, 4-H Youth Development
nickles.1@osu.edu

Vicki Reed
Muskingum County OSU Extension Agent, 4-H Youth Development
reed.192@osu.edu

Rebecca J. Cropper
Brown County OSU Extension Agent, 4-H Youth Development
cropper.1@osu.edu

Kathryn J. Cox
OSU Extension 4-H Specialist, Youth Development
cox.5@osu.edu

Ohio State University Extension
Columbus, Ohio

Background

In today's global society, it is important to help youth develop character. Since 1997, Ohio 4-H has participated as one of 16 partner organizations in the Ohio Partnership for Character Education (OPCE). Approximately $12,000 was provided annually for 5 years through a Department of Education/OPCE grant to develop pilot 4-H character programs in target counties.

4-H professionals in three counties formed partnerships between 4-H and local schools to plan, conduct, and evaluate programs incorporating best practices identified in recent research for successful youth character development and 4-H school programming (DeBord, Martin, & Mallilo, 1996; Diem, 2001; Harms & Fritz, 2001; Locklear & Mustian, 1998; McDaniel, 1998; McNeely & Wells, 1997). This article shares program highlights and recommendations for developing future 4-H school character education partnerships.

Wayne County Character Education

Each year, approximately 3,000 1st through 4th graders participate in Character Counts! programs conducted through the Wayne 4-H school partnership. The 4-H agent trains 12 volunteer teachers annually to conduct programs in 18 elementary schools from October through March. Each month, teachers visit classrooms and facilitate experiential learning activities focused on a pillar of character: trustworthiness, respect, responsibility, fairness, caring, and citizenship. A decision-making and recognition program is held for all students in April. Evaluations indicate that 84% of teachers believe the program teaches students concepts of being persons of good character and is of great immediate use.

To supplement the school program, the Extension Agent writes monthly character education newspaper columns and records radio programs. A monthly newsletter, Parent's Pillar, is also written and distributed to each student to take home to parents and caregivers. The FCS Agent also offers a program on teaching character at home to school parent organizations.

Muskingum County Character Education

Up to 600 youth annually have been involved in character education through Muskingum 4-H. Delivery methods, cooperating organizations, and schools vary, thus adding to overall awareness and success in reaching diverse audiences.

The primary focus of the Muskingum 4-H school partnership is building character with elementary youth. The 4-H Agent conducts in-services for teachers and administrators on Character Counts!. To support their work with students, the partnership provided character education materials through the county's 21 elementary school libraries and support for school character assemblies, student incentive programs, and other efforts.

In 2000, the program reached youth in eight additional schools in an expanded partnership with Muskingum Children's Services. Intervention specialists incorporated character education programming in individual and group work with at-risk youth and their parents.

A further expansion effort with Muskingum Behavioral Health involved middle and high school students in character education programming. Court-referred youth from two school districts were reached through weekend retreats and after school detention.

Brown County Character Education

Brown County 4-H school character education programs are conducted in five school systems by three program assistants funded by United Way. OPCE funds supported Character Counts! programming as part of a leadership skills program in which youth develop decision-making skills for being responsible, trusting, fair, caring, trustworthy citizens.

Character education is also incorporated into other 4-H school programs such as Kauffman 4-H Mini-Society, where students set up countries and businesses, and elect leaders to run their countries. Students define characteristics of strong leaders and, over the course of the program, demonstrate greater understanding of the importance of good character for effective leadership.

Twelve students in one junior high school were also trained in conflict mediation and established a mediation team to help peers deal with conflict. The team addressed character issues and integrated the six pillars into their resolution processes.

Recommendations For Developing 4-H School Character Education Partnerships

The results of these 4-H character education programs support McDaniel (1998) and DeBord, Martin, and Mallilo's (1996) findings that 4-H school partnerships have the potential to significantly affect youth character development. In addition to the recommendation that 4-H school partnerships should be developed elsewhere, lessons learned over the past 5 years provide the basis for four additional recommendations to enhance the potential success of such partnerships:

• Youth character education should be identified as an important need and high priority in communities served by the partnership. As a Character Counts! Coalition partner, 4-H is well-positioned to develop and deliver local character education programs. However, we also are well-positioned with programs related to a wide variety of other needs and topics. 4-H resources should be directed towards meeting high priority needs, and partnerships are most successful when all partners have shared goals and objectives.

• The school must be open to community partnerships. School administrators, including system superintendents and building principals, must fully support the 4-H school partnership. The degree to which school personnel view 4-H school partnerships as useful and relevant for achieving their educational mission relates directly to the success of the partnership and the outcomes and impacts achieved.

• There is a wealth of excellent character education material available. Partners should review and select those that best meet local needs as programs are planned each year.

• Funding and other support for the continuation of successful pilot programs should be openly discussed, planned for, and secured as early as possible. Reductions in on-going funding streams are often experienced by all partners simultaneously. Proactive, collaborative, and creative approaches are necessary in such situations for securing the resources needed for all partners to continue.

Acknowledgment

CHARACTER COUNTS!^sm is a service mark of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics.

References

DeBord, K., Martin, M., & Mallilo, T. (1996). Family, school, and community involvement in school-age child care programs: Best practices. Journal of Extension. 34(3). [On-line]. Available at: http://www.joe.org/joe/1996june/a3.html

Diem, K. (2001). National 4-H school enrichment survey. Journal of Extension. 39(5). [On- line]. Available at: http://www.joe.org/joe/2001october/rb6.html

Harms, K., & Fritz, S. (2001). Internalization of character traits by those who teach Character Counts! Journal of Extension. 39(6) [On-line]. Available at: http://www.joe.org/joe/2001december/a4.html

Locklear, E. L., & Mustian, R. D. (1998). Extension-supported school-age child care programs benefit youth. Journal of Extension. 36(3) [On-line]. Available at: http://www.joe.org/joe/1998june/rb4.html

McDaniel, A. K. (1998). Character education: Developing effective programs. Journal of Extension. 36(2) [On-Line]. Available at: http://www.joe.org/joe/1998april/a3.html

McNeely, N. N., & Wells, B. J. (1997). School enrichment: What factors attract elementary teachers to 4-H science curriculum? Journal of Extension. 35(6). [On-line]. Available at: http://www.joe.org/joe/1997december/tt1.html

ParentNet: A Community Response to Parenting Education

Cathy Malley
Extension Educator
University of Connecticut
Cooperative Extension System
Bethel, Connecticut
catherine.malley@uconn.edu

ParentNet was created in 1997 to meet a community need in Danbury, Connecticut for parenting education that is ongoing, high quality, affordable, and accessible. Past parenting education efforts had not always been effective or consistently available. Progress towards improved parent-child relationships and reunification was inadequate, especially when parent education was court mandated.

 Background

Danbury' s high school has identified more than 40 languages spoken by its students (Images of America, Danbury Museum and Historical Society 2001). This number reflects the rich diversity of a city that has become home to more than 16,000 immigrants in the past decade. This immigration pattern has created cultural and language barrier challenges for families. Families need support related to parenting while adjusting to a new community and culture. The number of parents seeking parenting education has risen due to increases in the following:

• Children in out-of-home placement;

• Parents in prisons or rehabilitation programs;

• Parents who are court mandated to participate in parenting classes;

• Separations and divorces; and

• One-parent families including teen mothers.

Project Design

A community planning team (ParentNet team), comprised of The Regional Child Advocacy Center, Children First, Head Start, The Community Resource Center of Danbury Public Schools, and Danbury Youth Services , created ParentNet. The goal of ParentNet is to enable parents to use better parenting practices. Participating parents learn new information about parenting and child development, practice new parenting skills, and share strategies with a parent educator and other parents. The ParentNet program was designed as an ongoing 10-week series of 2-hour classes taught by area professionals. Experienced facilitators recommend that for optimal interaction class size be 10-15 parents. ParentNet was promoted through family-service agencies, schools, and media, and by referrals.

The curriculum, Parenting People, developed by the University of Connecticut Cooperative Extension System, was selected for use because it is comprehensive, research based, and easy to use. Parenting People has been successfully piloted with parents who are ethnically, educationally, and geographically diverse. It includes information and skill development activities in the following areas: Parenting Styles, Child Development, Communication, and Guidance and Discipline. The curriculum contains forms and instruments helpful in conducting and evaluating workshops.

Potential Barriers

The ParentNet team anticipated the following barriers that are common to parenting projects.

• The inability of community-based agencies to take on responsibilities for new programs, e.g., recruitment, program management, and implementation;

• Program inaccessibility--many parenting programs are conducted at times and locations that are not easily accessible to parents;

• Inadequate childcare--most parenting programs do not provide child care or stipends for care;

• Fees--many parenting programs charge fees that families cannot pay;

• Language barriers--existing programs were conducted in English with no translators available.

The ParentNet team addressed these potential barriers as follows.

• A local child/family-serving agency volunteered to take responsibility for ParentNet. This agency's mission includes prevention work with high-risk parents and is compatible with ParentNet goals. The team secured a grant for "start up" funding so the agency could implement ParentNet;

• Free transportation is available to participants through staff rides or taxi vouchers;

• The program fee is limited to $5 per individual or couple, with scholarships available;

• Childcare is provided by staff. Liability for childcare is covered by the sponsoring agency.

• A light dinner or refreshments are provided for parents and children;

• Classes are facilitated in English, Spanish and Portuguese;

• Class locations rotate throughout the city, including sites at public schools, library, community resource center, public housing community centers, and agency offices.

Factors Contributing to Success

The success of ParentNet can be attributed to the following.

• Strong community collaborations. Successful collaborations are the foundation for achieving goals--from a needs assessment to the fundraising challenges for implementing ParentNet.

• Selection of an appropriate "home base" for ParentNet. This program was incorporated into an agency that is experienced and family friendly. Therefore, ParentNet resources can be allocated toward the provision of services rather than toward program design and administration.

• Transportation, childcare, and scholarships are made available to parents.

• The ParentNet planning team was recreated as the ParentNet Board of Directors. This group, comprised of service providers, parents, and business leaders, meets quarterly to assess progress and assist with program development, evaluation, and fundraising.

 Evaluation

A ParentNet evaluation was designed to identify areas needing revision, document the efficacy of the classes, and profile parents. Since 1997, approximately 120 parents have participated in a ParentNet series annually. Typically, about 80% of these parents are Connecticut Department of Children and Family (DCF) referred. According to written evaluations and feedback from agency staff working with these parents:

• 85% of parents demonstrate improved parenting skills as reported by family caseworker; and

• 90% of the parent respondents report using improved parenting skills including, but not limited, to: less yelling and hitting, more talking, being consistent, developing and using rules and routines, having age-appropriate expectations.

As part of the evaluation process, ParentNet graduates indicate interest in ongoing parent support groups. Agency staff "volunteer" to facilitate monthly support groups addressing issues that parents identify.

Conclusion

Cooperative Extension educators are in a prime position to provide leadership to community coalitions related to parenting education. In addition to needs assessments and program planning, educators can assist coalitions by providing ongoing training and supportive educational materials. For information about ParentNet or the Parenting People curriculum, contact Cathy Malley at 203-207-3267 or catherine.malley@uconn.edu.

Volunteer Horse Patrol Provides Needed Assistance in Difficult Economic Times

Jenifer Nadeau
Equine Extension Specialist
University of Connecticut Cooperative Extension System
Storrs, Connecticut
jnadeau@canr.uconn.edu

Diane Ciano
Trails Committee Chair
Connecticut Horse Council
Berlin, Connecticut
spirit76@snet.net

Background

Connecticut Horse Council's Volunteer Horse Patrol (CHC-VHP) is an effective way to improve relations between recreational horseback riders and public land users while aiding an overworked, understaffed Department of Environmental Protection (DEP). No state or federal dollars support this program; funds and services are donated. The CHC-VHP program is modeled after the Maryland Department of Natural Resources State Forest & Park Service Equestrian Program Volunteer Mounted Patrol and the National Park Service VIP (Volunteers in Parks) program. Information and log forms are modeled after the Santa Monica Mountains National Recreation Area Volunteers in Parks program. Other states may benefit from a similar self-supporting program.

CHC Trails Committee Chair and State Equine Extension Specialist are the co-supervisors for the program. Four state forests and a state park are patrolled. The duties of CHC-VHP, which officially began on June 1, 2003, are to ride or hike trails of each state forest and report suspicious or unusual situations to appropriate DEP or CHC staff and provide non-confrontational services to the public, including information on rules and regulations.

Additionally, they work in conjunction with DEP staff, identifying potential resource management problems such as trail erosion and compaction; coordinate and complete maintenance and repairs to facilities in conjunction with DEP staff; and render first aid and coordinate emergency medical services when necessary. CHC-VHP members also assist with programs and special events. The program is not involved in rule enforcement or policing.

Approach

The CHC Trails' Committee Chair was the main organizing force, with the assistance of the Connecticut equine Extension specialist. The idea for CHC-VHP came from a CHC member who e-mailed the CHC Trails' Committee Chair an article about the Maryland Horse Patrol from the Equestrian Land Conservation Resource newsletter. The chair then contacted the primary author of this article and the volunteer coordinator of the Santa Monica Mountains National Recreation Area VIP Program.

A suggestion for forming a horse patrol was placed in the CHC newsletter by the chair, and almost 100 people indicated interest. Next, DEP was contacted, gave their approval, and the horse patrol began. Extension's role was to provide information on the patrol to horse enthusiasts throughout the state through promotion at Extension events, assist with horse and rider evaluations, and help develop rules and regulations for patrol members.

Program applicants are required to complete an application form, join CHC, study a program booklet, receive cardiopulmonary resuscitation (CPR) and first aid training, attend a policy training session, and undergo a horse and rider evaluation. Horses are not provided; applicants must provide their own horses. Those without horses may participate by assisting with trail maintenance.

Applicants are required to be a minimum of 21 years old, patrol at least one area per month, and transport the horse to and from the patrol areas. Volunteers must ride under tack at all times and pass a background investigation, including a criminal history and driving check. Applicants must have a signed, notarized CHC-VHP liability release form. Participants are not allowed to use unnecessary/excessive force, including slapping the horse with the reins, excessive kicking, whipping, etc., to discipline their horses while participating in horse patrol activities.

Riders are required to bring a negative Coggins test and a negative Rabies certificate to the evaluation. Proper riding gear and helmets are required. Applicants must test each horse that they plan to ride on patrol. Four evaluators are used for the horse and rider evaluation, usually including a representative of DEP, two members of the CHC who are also volunteer coordinators, and the state equine Extension specialist.

The horse and rider evaluation typically consists of nine "obstacles." The horse must stand tied and alone for 30 seconds. A hiker with a dog approaches the horse and rider. A car approaches the horse and rider, and the driver honks the horn. A person using a weed trimmer approaches the horse and rider to simulate the noise of a motorcycle or ATV approach. The rider is ridden near a tent, over a log, and near balloons. The horse also needs to walk over a bridge and be approached by a bicycle and rider from both directions.

Guidelines for disqualification are detailed in advance. The rider must be in control of the horse at all times, without requiring severe restraint to proceed. The horse cannot show signs of lameness or illness during the evaluation.

After passing the evaluation and completing all necessary forms, the volunteer receives two volunteer identification patches and a first aid kit supplied by CHC-VHP. Volunteers are required to purchase helmet covers and windbreakers specially designed by the patrol and encouraged to wear a consistent "uniform" when patrolling.

There is a hierarchical organization to the patrol. Volunteer supervisors serve as the liaison between the CHC-VHP and the DEP general staff, appoint individuals to serve as volunteer coordinators, and work with the volunteer coordinators to manage volunteers in the program. The volunteer supervisors are the Connecticut Horse Council Trails' Committee Chair and the University of Connecticut equine Extension specialist.

The volunteer coordinator (at least one per park or trail) acts as the liaison between the volunteer supervisor and the CHC-VHP volunteers. The volunteer coordinator maintains contact with the DEP supervisor for that public park or trail and provides him/her with information from CHC-VHP volunteers. The volunteer coordinator also relays information from the DEP park or trail supervisor to volunteers about what needs to be done in the park, reports any pertinent and timely information to the CHC-VHP supervisor, and sends all patrol logs from CHC-VHP volunteers to the CHC-VHP supervisor. There are currently 10 volunteer coordinators.

The coordinator assistant helps the volunteer coordinator with his or her duties. There are currently 4 volunteer coordinator assistants. A flow chart follows (Figure 1).

Figure 1.
Organizational Hierarchy of CHC-VHP

There are currently 40 volunteers. Generally, a volunteer picks a forest or bridle trail that will be his or her primary patrol area. Most areas that are patrolled are bridle trails varying from wide, old wagon roads to narrow, windy trails. Trails are generally located in forests, away from major roads. Most of the areas patrolled are somewhat rocky and may include creek crossings or steep hills.

When on patrol, the volunteer counts the number of horseback riders, hikers, bikers, walkers with dogs, walkers, etc., that he or she sees while patrolling, and offers directions, maps, first aid, or other information (Figure 2). The volunteer should be a positive role model for equestrian use on the trail. Some maintenance activities include trimming tree limbs, moving downed trees, noting flooded areas of trail, and determining if previously closed trails can be reopened.

Strengths and Weaknesses

The strength of the program is the dedication of all participants in the program and the thorough training and evaluation each horse and rider team receives. Because the program operates on volunteer help, if the volunteers are not motivated and do not patrol, nothing will be accomplished. Volunteers and coordinators must also turn in their monthly logs in a timely fashion so that the DEP staff and supervisors can see where more volunteers are needed or where there are problems. Lack of communication between coordinators and DEP staff is also a weakness; when this occurs, necessary tasks fail to be completed.

Future Direction of the Program

The program continues to grow and expand. More volunteers continue to join. Recently, approval was given by DEP to add two state parks and a forest to the program. A horse and carriage patrol will also be added in two forests. Trails day events and orientation rides have been organized to promote CHC-VHP.

Conclusion and Implications

The CHC-VHP program is designed to help alleviate some of the burden from state Department of Environmental Protection (DEP) employees. By working with DEP supervisors, volunteers are able to multiply effectiveness of these employees and reduce costs to taxpayers. Programs like CHC-VHP enable struggling state agencies to continue to provide valuable services to state residents despite difficult economic times. This program helps to protect and preserve the trails of the state. Other states could organize a similar program and operate it through the state horse council or other state horse group, with assistance provided by the Extension horse specialist or other Extension personnel.

Acknowledgements

We would like to acknowledge the Connecticut Horse Council and the Department of Environmental Protection for their support of the patrol, especially Leslie Lewis of DEP and Chip Beckett of the Connecticut Horse Council. Diane Ciano was the vision behind the patrol, and she put in many long hours to make it the success it is today. Also thanks to Michael Darre for his fine editing skills.

The Executive Institute for Commercial Producers Program

Cole Ehmke
Assessment Specialist
ehmke@purdue.edu

Allan Gray
Associate Professor
gray@purdue.edu

Department of Agricultural Economics
Purdue University
West Lafayette, Indiana

Introduction

Because of rapid changes in production technology, farmers have developed strong technology evaluation skills. But today the business environment and business relationships are also changing quickly. Many commercial producers are looking for ways to be highly successful long-term participants in the agriculture of the future. These farm managers must either have or acquire a comprehensive set of finance, marketing, risk management, and strategic skills. Purdue University has developed a program, in collaboration with Farm Credit Services of Mid-America, designed to teach these skills.

In 2000, Farm Credit Services of Mid-America approached the Center for Food and Agricultural Business at Purdue University's Department of Agricultural Economics about developing a management development program for its customers. As a result, a team of specialized faculty and staff at Purdue was formed to develop a curriculum to teach commercial farmers to be highly effective general business managers. This article describes the innovative program developed, the Executive Institute for Commercial Producers (EICP).

Project Approach

Participants were drawn from leading farm businesses in the four states that Farm Credit Services of Mid-America serves (Indiana, Ohio, Kentucky, and Tennessee). Invitations to participate in the program were extended by Farm Credit Services to successful, growth-oriented farm managers, their business partners, and their spouses.

The specific objectives for designing the program were as follows.

1. Improve participant skills and capacity in the four areas of strategic management, financial management, business marketing, and human resources;

2. Develop a written business plan;

3. Develop the capacity to review, revise and update a business plan; and

4. Facilitate development of a network of peers.

Developing a written business plan was the central pillar of the team's curriculum. Asking participants to go through the difficult process of building a written business plan provided both a central focus and an end product. Building a business plan provided a forum for critical thought into how a business selects strategies and allocates resources.

Program Delivery

The EICP was organized in four 2.5 day workshops spread over a 12-month period. The first three sessions were held on the campus of Purdue University, and the final session was held at Farm Credit Services of Mid-America offices in Louisville, Kentucky. This process was conducted three times for three separate groups of farm families. The multiple session format allowed participants an opportunity to apply concepts presented during the workshop to decisions on their respective farms while the program was unfolding.

Three key concepts in the pedagogical design of the program were integration, illustration, and application. Of these, integration may be the most important. A primary feature of strategic decisions is that they rarely involve a single area of the farm business; i.e., adding a new enterprise will likely have financial, operational, people, and marketing dimensions. Hence, throughout this program the linkages among strategy, finance, marketing, and people were a point of focus.

An integrated case study developed specifically for the program provided an outstanding tool to promote understanding of the integrated nature of these decisions. In addition to the written case, a 45-minute video introduction for the case study was developed, providing participants with an even more realistic learning experience.

Illustration of the concepts in action was important to the program's success. Participants were able to learn from guest producers who had put the tools to work in their farm businesses. Likewise, interaction among peers as the program unfolded provided valuable illustrations of important concepts. The case study also illustrated best practice use of the concepts.

Finally, application of the concepts to the participants' farm business forced the participants to explore how and where they would use the concept to make a more effective business decision. Application was promoted in a variety of ways including:

1. Practical in-class exercises allowing the participants to apply concepts in real time;

2. Assignments completed between workshop sessions with presentations at subsequent sessions that helped apply the concepts to the producers' business and ultimately contributed to the completion of the producers' business plans;

3. Completion of a written business plan; and

4. Oral presentation of the business plan to class peers.

The development team has extended the EICP curriculum to the broader Extension community. The EICP teaching materials were converted into a Web-based format for distribution to all Extension educators across the nation. This phase, known as Strategic Business Planning for Commercial Producers, includes extensive writings to explain and apply the concepts to farm businesses, PowerPoint presentations with complete presenter's notes that aid educators in delivery, and hands-on exercises. It is available at <http://www.agecon.purdue.edu/extension/sbpcp/>.

Results

Since the implementation of the project, the team has observed a marked change in how farm managers view the strategic focus of their businesses. As a direct result of this program, several farms have revised and improved their core value creation strategy. For example:

• A family hog operation in Central Indiana has doubled the size of its operation by entering a joint venture that allows a son to be brought into the operation.

• Another operation in Ohio has developed a custom farming operation involving a strategic alliance with other local producers to share equipment and pool product purchases.

• Yet another producer, in the horticulture industry, has used the information from this course to understand the critical elements of switching his operation from a wholesale supplier to a high volume supplier to retail chains such as Lowe's and Wal-Mart.

The peer group developed serves as a longer-term resource group feedback on management issues. To continue opportunities for networking in the future, an alumni program has been developed. The EICP class graduates have gathered twice in Louisville to attend sessions taught by the Purdue team and meet graduates of the other classes. These activities had been specifically requested by the classes, and the content has been developed by leaders elected from the classes.

Material and methods used in the class have been used in teaching, research, and Extension activities. A variety of resources used in the EICP program have since been used as teaching materials in the undergraduate classroom. For instance, the case study used throughout the program has now been used in two undergraduate classes. Other case studies, exercises, and lectures are finding use in other teaching and Extension programs. New programs based on the EICP model and materials are in development with Farm Credit Service's own employees. The teaching team at Purdue University has discussed further programs with public and private partners.

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