June 2005
Volume 43 Number 3

Tools of the Trade

Documenting Impact Is Possible When Working with Camp Program Youth Leaders

Steven Hines
Extension Educator
Cascade, Idaho
shines@uidaho.edu

Linette Riley
Extension Educator
American Falls, Idaho
linetter@uidaho.edu

University of Idaho

Introduction

University of Idaho Extension, along with other state and federal agencies, conduct a camp for youth ages 12-14, the Natural Resources Workshop (NRW). The focus of NRW is educating youth on the conservation and wise use of natural resources. Although NRW is not a typical 4-H camping program, the non-formal activities are similar, including ballgames, hiking, shooting sports, fishing, campfires, cabin competitions, and more. Also similar to other camps, NRW uses teens to supervise the cabins and help conduct non-formal programming. At NRW, these youth are called "Cabin Leaders."

Before Extension professionals became involved, a new group of Cabin Leaders was brought to camp each year. These youth received no training and were instructed minute-to-minute by two adults hired as counselors. There was no chain of command, and the program was in jeopardy because of a lack of leadership. At the same time, Extension administration was looking hard at all programs statewide to see where cuts could be made in light of tightening budgets and reduced personnel. Because no evaluation data was being collected, there were questions as to whether Extension faculty time was necessary for this program.

Program Development

After a year of observation, while participating in other duties at the camp, the Extension faculty involved in restructuring the program knew the value of allowing the teens to participate as Cabin Leaders. The difficulty was going to be developing a program that would build leadership skills and provide an opportunity to collect data. It was from this challenge that the current Cabin Leader model was devised.

Training would first be necessary for the youth leaders. It was not practical, nor wise from a liability standpoint, to bring the teens to camp and let them supervise other young people without some preparation. A 12-hour training program was developed. The handbook for the Cabin Leaders was also revised and expanded to give the youth a reference to review and study.

The youth meet on 2 separate days for 6 hours each day. They participate in training, planning, and role-play activities. Primary points of the training include team building, learning about ages and stages, improving communication, and developing critical thinking skills.

In order to develop the proper training, it had to be determined which leadership skills the youth should learn and practice. The Targeting Life Skills model developed by Iowa State University Extension is a ready-made list of potential skills. While all 35 of the listed skills are important, the Cabin Leader program focuses on 15 selected leadership skills. These were chosen because of their relevance to the camping program and the Cabin Leaders' activities.

Program Structure

Extension faculty took the role as adult counselors and supervisors of the Cabin Leaders at camp. This made the program progress logically from Cabin Leader selection to training, implementation, camp observation, and evaluation. This structure also gives a solid chain of command from the Cabin Leaders through the Extension faculty to the camp director.

The Cabin Leader program has become successful because there is one channel of communication and the Extension faculty and teens have a good rapport developed before they ever get to camp. The teens are part of the adult staff team at camp. They take their role seriously because they are part of the adult structure and not just some "kids" stuck somewhere between the adults and the campers.

Another change was to allow the teens to return more than one time as a Cabin Leader. This has allowed the returning Cabin Leaders to build confidence and experience. This also made the job of the Extension faculty easier because everything isn't new to the Cabin Leaders each year. The returning teens learn what is expected and how to do their job with confidence and pride. The ability to return, learn new things and expand on existing knowledge has increased the leadership skills of the youth involved.

Program Evaluation

In addition to the Cabin Leader program, an evaluation tool was developed to document the impact of the training program.

 Evaluation Tool

A simple pre-post test was developed listing the 15 chosen leadership skills. The youth ranked themselves using a five-point Likert scale. This was a difficult task for the youth, and results showed them ranking themselves lower in the post-test. Presumably, this was because they realized their skills were not as developed as they had first thought. One positive outcome is a better realization of self, based on this experiential learning.

Evaluation Tools Revised

A retrospective pre-post test was then developed. The youth were asked to determine how much, if any, their specific leadership skills had improved as a result of their involvement with the camp. This method has proven to be much more useful in supplying impact data. On a yearly basis, with only 14-16 youth involved, there is not a large enough population to obtain sound statistical data.

Another difficulty was the realization that the retrospective pre-post test was only beneficial for 1 year's data. Returning Cabin Leaders taking the same test was not a reliable option. A battery of questions was developed. Those teens returning to camp for 2 or more years were asked to fill out the open ended questions. These related generally to their perception of how involvement as a Cabin Leader has helped them improve leadership skills. This information has proven valuable for qualitative data. The youth were able to explain in their own words what the cabin leader experience had offered for them.

Summary

This Cabin Leader program allows Extension faculty to document the impact of working with youth at an Extension supported camping activity and to date has helped 31 teens develop leadership skills and their own leadership style. Through the documentation, justification can be made for allocating Extension resources to the Natural Resources Workshop.

References

Hendricks, P. A. (1996). Targeting life skills model, Iowa State University Extension.

Reaching Farmers--In the Combine

Robert D. Battel
District Extension Agent
Michigan State University Extension
Reed City, Michigan
battelro@msu.edu

Introduction

Agricultural Extension educators face many challenges as they try to get their messages to farmers. And, for a new Extension educator, the challenges can be even more daunting. Trying to meet the farmers in the county, sharing new ideas and strategies, or assessing local needs can turn into a haphazard task if not done correctly. One way to do it correctly is to examine the involvements of the farmer at the time you want to meet. We can make a "cold call," show up unannounced, and hope someone is home to greet us. But, too often, farmers are away from the farmstead and busily involved with their work. Rather than backing away from trying to reach the farmer during these busy times, reaching the farmer while he or she is operating the combine during harvest can offer a unique opportunity to communicate one-on-one.

Clearly, trying to share new ideas with a farmer, one-on-one, during the springtime doesn't make a lot of sense. In the spring, the farmer is coordinating a myriad of field activities and trying to get as much accomplished in as little time as possible. Especially when they are planting, farmers must focus attention on planting in absolutely straight rows, at the proper speed, at an appropriate depth, and at the correct seeding population. The last thing they need at such a time is to attend to the local Extension educator wanting to offer advice.

Sometimes we find it essential to meet with the farmer during these busy times in the spring. These conversations tend to be quick; we arrive at the farm, quickly exchange some information, and then we leave, allowing the farmer to get back to work. Spring is by far the busiest time of year for a farmer.

Combine Connections

OK, so spring isn't very good for talking to a farmer because it's the busiest time of the farming year. It would seem to follow that the second busiest time of the year, fall harvest, would also be a terrible time for an on-farm visit. I have found this doesn't have to be the case. Spending time meeting with a farmer, one-on-one in the combine, is one of the best opportunities an Extension educator can have to reach a farmer if he or she has an important matter to discuss. Let me share some personal experience.

I began my Extension career in mid-October, in the middle of soybean harvest. One of my first goals was to meet as many of the local farmers as possible before the winter meeting season began. I wanted to make sure I had a bit of a head start before having to stand up in front of these farmers at a variety of different local meetings. I hopped into my county pick-up truck and drove off to meet my first local farmer. It was a bit intimidating since I knew few, if any, farmers would be sitting around the farmstead, waiting for me to show up.

As I was about to arrive at my first visit I saw a combine working in a nearby field. I drove to the field and waited for the combine to come close to the headland where I parked. The farmer opened the combine door and invited me to sit in the "buddy" seat. He was glad to talk with me as I introduced myself, and happy for the distraction the conversation offered.

It worked great! I now knew one of the local farmers and was ready to move on to others. As I continued my quest to meet more farmers, I looked for combines in the fields rather than farmers at the farmstead. I found the vast majority of the local farmers were more than willing to allow me to go a handful of rounds in the combine as they worked the harvest. During October and November, I introduced myself to a great many of the local farmers this way.

It wasn't long before I learned the secret of why my method of meeting farmers was successful. Combining soybeans or corn doesn't require nearly the attention to detail that planting does. In fact, I've found farmers actually prefer discussions with someone as a way to break up the monotony of harvest.

Conclusion

As I have continued my Extension career, I try to remember my early success in meeting farmers and gaining their attention during harvest. If I have a matter to discuss with a particular farmer and if harvest time is upon us, I try to target my visit to when the farmer is in the combine. It works well.

Are there other good times to meet with farmers one-on-one? Of course. Do farmers always want to spend a lot of time talking when they are in the middle of harvest? Certainly not. But, during harvest times, there is an excellent chance that a particular farmer can be found rather mesmerized in the combine--not at a dealership looking for parts or on a wintertime vacation--hoping for some pleasant form of interruption. More often than not, there is a very teachable moment waiting for an enterprising Extension agent to stop by.

Listening to the People--A Strategic Planning Model for Cooperative Extension

Chris T. Boleman
Assistant Professor & Extension Specialist
ct-boleman@tamu.edu

Scott R. Cummings
Assistant Professor & Extension Specialist
s-cummings@tamu.edu

Texas Cooperative Extension
Texas A&M University
College Station, Texas

Background

According to McDowell (2001, p. 69), the purpose of the Cooperative Extension Service has always been:

(1.) To seek to know the problems of ordinary people and bring those problems to the attention of the researchers, (2.) To deliver functional education, based on the best scholarship available, to ordinary people, and to help solve their problems, and (3.) To collect political support from the beneficiaries of extension programs in order to fund the continued research and education of ordinary people of the society-not just, or even primarily, farmers.

These purposes are defined more specifically by Rasmussen (1989, p. 1), who stated that, "The mission of the Cooperative Extension Service is to help people improve their lives through an educational process which uses scientific knowledge focused on issues and needs."

The first step in the program development process is planning. Proper planning determines the ultimate success of the educational program (Gupta, 1999). Within the planning step is needs assessment. A needs assessment is a process for pinpointing reasons for gaps in performance. A needs assessment can also be utilized to identify new and future programming needs. This step is essential because it allows clients to provide valuable data and input pertaining to issues that these clients need help, guidance, and/or support in answering.

Texas Community Futures Forum

Texas Community Futures Forum (TCFF) is Texas Cooperative Extension's listening to the people of Texas step. It provides an avenue to hear from all types of clientele and people within a county. It is designed to provide an opportunity for everyone in a county to come together and discuss issues and problems they are facing.

Each county held a County TCFF Meeting. This was a one-night event that brought together other agency representatives and county residents to identify and prioritize issues within the county. Extension faculty served as facilitators for these meetings. Every Extension employee received 6 hours of face-to-face training on the TCFF process and facilitation skills in the fall of 2003 before the county TCFF.

The agenda for the county TCFF was as follows. It started with the facilitator issuing a charge to the participants and a discussion on the importance of them being there. After this discussion, participants were split into smaller groups to discuss and prioritize issues. Once the small groups completed their tasks, all small groups were brought back together in a large group. During the large group discussion, final voting for prioritized issues took place. To wrap up the evening, the facilitators expressed their appreciation to the participants and talked about how these issues will help shape the educational programming plan for the next few years.

Small Group Description at Texas Community Futures Forum

An Extension faculty member facilitated the meeting. At the beginning of the meeting, participants were divided into smaller work groups. Once in the small groups, each individual was asked to list issues the community is facing. Once these were listed, the group facilitator combined similar issues and asked for clarification from the person who wrote the issue if needed.

A modified nominal group technique was then used in the small groups to prioritize the issues. This modified nominal group technique utilized 10 voting sticker dots. Each individual in the small group received these 10 dots and was asked to place his or her dots on the issues of the most importance or greatest priority. The participants were instructed to disseminate these dots however they wanted. In other words, if they wanted to place all 10 of them next to one issue, they were welcome to do so. Once all small groups completed this task, the issues receiving the most votes moved forward to the general assembly for voting for the entire groups.

General Assembly Description at Texas Community Futures Forum

The small group leaders then provided a brief description of the ranked issues from the small groups and opened the floor for participants to discuss any issues they wanted. These were timed, 2-minute "stump speeches." Participants could talk about an issue of significance to them and discuss why they thought it was important for the county to address. After this discussion, the same modified nominal group technique was utilized again to rank issues that surfaced from each of the small groups. After voting, the issues receiving the most votes became the highest priorities for the county to address.

Conclusion

This was the first step in Texas Cooperative Extension's strategic planning process. Our ability to be relevant in the years to come is based on our ability to listen to our "customers"--the people in our communities. If the agency does not listen and respond, then our customers will seek out others to respond to their needs.

In spring 2004, over 6,400 people averaging 25 participants per county identified 2,274 issues during TCFF. These issues yielded an average of nine per county. Texas Cooperative Extension evaluated these issues and prioritized these for the agency to address.

References

Gupta, K. (1999). A practical guide to needs assessment. San Francisco, CA: Jossey-Bass Pfeiffer Publishers.

McDowell, G. R. (2001). Land-grant universities and Extension into the 21st century. Ames: Iowa State University Press.

Rasmussen, W. D. (1989). Taking the university to the people: Seventy-five years of cooperative extension. Ames: Iowa State University Press.

The University of Minnesota Supplemental Fertilizer Nitrogen Worksheet

Michael A. Schmitt
Extension Soil Scientist
St. Paul, Minnesota
schmi009@umn.edu

Gyles W. Randall
Soil Scientist
Waseca, Minnesota
grandall@umn.edu

John A. Lamb
Extension Soil Scientist
St. Paul, Minnesota
jlamb@umn.edu

George W. Rehm
Extension Soil Scientist
St. Paul, Minnesota
grehm@umn.edu

University of Minnesota

Introduction

Nitrogen (N) fertilizer management is a major component in crop production. Most corn producers apply the recommended rates of N fertilizers before the corn is planted with the assumption that N losses will be insignificant and crop N uptake requirements will be met. In most years, however, conditions for N loss occur in late May and June. These conditions are characterized by significant rainfall, which leads to saturated soils. Saturated soils are often times an indicator for N losses due to denitrification and/or leaching in the late spring.

Soil N tests have been developed and recommended to ascertain the N loss and/or N sufficiency in corn fields during this late May and June time period of potential significant N losses. While soil N tests are available for use each year, most agricultural professionals do not use the test due to the amount of time and effort involved with the soil sampling and analysis process. The urgency for quick decisions also is important because the potential window for applying additional fertilizer, if recommended, is small.

Worksheet Principles

The authors developed a decision aid worksheet in 1993 in response to the hesitancy producers showed in taking soil and plant samples to make supplemental fertilizer decisions. The worksheet was based on both expert and heuristic models in making a recommendation. It was determined that in order to be effective, this decision aid tool needed to be based on scientific principle and research, require little effort and time on behalf of the user, and be simple and intuitive. 

The worksheet uses three simple questions, with multiple-choice answers, to arrive at a recommendation. The worksheet has the advantages to users that the time and effort of collecting soil samples and the subsequent cost (and time) of analyzing these samples are not needed. Each of the questions and the multiple-choice answers is written in non-scientific language for ease in understanding by the producers.

The first question is used to indicate how much nitrate-N could be available for loss if conditions are favorable in late May and throughout June. The second question then indicates the likelihood of actual losses as these are a function of soil moisture at this time of year. Finally, in question three, the corn plant is evaluated on its N status.

Each of the questions asked in the worksheet acts as qualitative surrogates for quantitative information that could be measured with soil and plant sampling and analyses. However, the simplicity and convenience of the worksheet make it much more accepted by users.

The Worksheet

This simple worksheet (Figure 1) helps people decide if supplemental, or extra, N fertilizer is needed. This decision aid is for situation when all of the fertilizer N was applied preplant, either in the fall or spring, and not for determining N rates in a split N program. Keep in mind that good judgment is still important in using this decision aid. The worksheet should be used in June.

With a cumulative score of seven points or less, the current fertilizer N program is fine. With a score of 10 or more, supplemental fertilizer N is recommended at a rate between 40 and 70 lbs N/acre. A score of eight or nine falls into a questionable zone, and it is recommended that you recalculate the worksheet in a few days because the corn height and/or color will likely change. The re-evaluation option is only viable as long as there are sidedress N options available.

Summary

This worksheet has been used since 1993 in Minnesota. It has been used with great success, both as a decision aid as well as an educational tool regarding N management strategies. Over the years, the authors have edited the Question 1 in the worksheet to be more year-specific regarding fall fertilizer N management scenarios. Likewise, Question 3 has been altered in corn height standards based on the specific year. The worksheet is a template that can be altered as need be for a broad range of crop professional "experts."

The worksheet is a reliable, quick, and inexpensive decision aid for supplemental N fertilizer management. The worksheet provides "peace of mind" to many corn producers who worry about in-season N losses and fertilizer management.

Nutrition Mission--A Multimedia Educational Tool for Youth Grades 4 - 6

Katherine L. Cason
Professor
Clemson University
Clemson, South Carolina
kcason@clemson.edu

Tionni R. Wenrich
Graduate Research Assistant
The Pennsylvania State University
University Park, Pennsylvania
trk122@psu.edu

Nan Lv
Graduate Research Assistant
The Pennsylvania State University
University Park, Pennsylvania
nql105@psu.edu

Introduction

Childhood obesity is a serious health issue, with the prevalence reaching epidemic proportions and more than doubling in the last three decades. The Centers for Disease Control and Prevention estimates that 16% of children and youth between the ages of 6 and 19 are overweight--a figure that has more than tripled since the early 1960s (Hedley et al., 2004; National Center for Health Statistics, 2004).

Dietary interventions, with the focus of preventing and reducing obesity, have met with mixed results. The outcomes of numerous studies of school-based interventions are inconclusive in determining which aspects of a school-based intervention are most effective. However, the most successful interventions are behaviorally focused and are based upon the identified needs of the target population (Ontario Public Health Association, 2002). To provide research-based information that focuses on the identified needs of the youth, an interactive multimedia educational CD-ROM, Nutrition Mission, was developed.

Project Description

The Nutrition Mission CD-ROM incorporates a rich learning environment using graphics, audio, video, and interactive animations. The Interactive Design and Development (IDD) Company in Blacksburg Virginia was contracted to produce the CD.

Prior to CD development, three focus group interviews were conducted with 27 youth to assess their present knowledge about nutrition and snacking and physical activity habits. The results were used to develop the CD-ROM's educational messages.

During the development process, three additional focus group interviews were conducted with 29 youth to gather information about educational activity design, format, and characters that would appear on the CD. The researchers provided content information and assisted IDD with the development of the educational activities.

The final version of the Nutrition Mission CD is a secret agent headquarters where children can enter as recruits with their own code. The recruits complete a short pre-test, and then begin to participate in "special agent" training in four areas: Mission Briefing, Mission Training, R & D Lab, and the Mess Hall.

The Mission Briefing training consists of lessons on the food guide pyramid, nutrition facts label, and nutrient density. Mission Training highlights the physical activity pyramid and provides an activity log. The R & D lab focuses on specific nutrients (calcium, fats, iron, protein, sodium, sweeteners, and vitamin C) and their food sources. The R & D lab also includes grade-appropriate food science experiments that can be conducted in school or at home with the assistance from an adult. The Mess Hall includes information and games related to fast foods and snacking.

Each training area was developed to focus on content areas, using a variety of educational techniques. Emphasis is on learning through exploration and examples. The lessons incorporate a cycle of instruction, practice, test, and reward. Games, video, bar charts, multiple choice questions, and mini-lectures are used to communicate information. Each training area takes approximately 20-30 minutes to complete; however, the games can be played for as long as the student likes.

The final activity for each level is a Mission Readiness test. This comprehensive test is formatted like a board game in which you collect three pyramids. The score is based on the number of multiple choice questions answered correctly. This activity requires the child to apply and evaluate the information presented.

Nutrition Mission even includes a rap, "The BVM," which emphasizes balance, variety, and moderation. A companion Web site includes resources for students, educators, and parents. The Web site includes educational handouts, resource lists, description about how the program meets educational standards, the lyrics to the rap, and links to credible Web sites that offer nutrition and physical activity information.

Evaluation

Nutrition Mission includes a pre-test and a post-test evaluation. Educators can upload the student data to the Web site, where it is compiled. Preliminary data from 56 students who completed the pre-test and post-test indicates that the majority of youth acquire knowledge and skills related to foods, nutrition, and physical activity. Table 1 shows the percentage of students who answered each question correctly as well as the significance of the corresponding paired t-test results. The students improved their scores significantly between pre-test and post-test for each of the 10 questions as well as the total score.

Nutrition Mission educator and student user responses, obtained from email messages and personal discussions with users, have been overwhelming. The educators have reported that the CD has enabled them to teach nutrition and physical activity concepts in a new, innovative manner. Students are likewise enthusiastic about their experiences with the program and find themselves wanting more. These comments provide project staff with insight into the success of the Nutrition Mission.

From educators:

• "I love the food science experiments. What a wonderful way to teach nutrition concepts!"

• "My students love the CD. They could play the games for hours!"

• "You should have heard the gasps when the single slice of pepperoni pizza sent it through the roof!"

From students:

• "I couldn't stand IQ until I saw her in the BVM rap. She is kinda like Mrs. Doubtfire--really cool!"

• "I wish my teacher would allow us to play the games longer."

• "This just boggles my mind!  I never thought about nutrient density before. Now I will pay more attention to what I eat!"

Conclusion

The Nutrition Mission CD-ROM is an innovative way to help youth acquire knowledge, skills, attitudes, and behaviors necessary to improve their nutrition and fitness. Preliminary evaluation data shows that Nutrition Mission students are making significant improvements in their knowledge and skills regarding foods, nutrition, and physical activity. User responses indicate that educators and students alike are enthusiastic about using the CD. Extension educators and other educators who work with youth can incorporate Nutrition Mission as an integral component of their curriculum to facilitate improvements in nutrition and physical activity choices among their students.

To order Nutrition Mission, send a check for $30 per CD plus $5 for shipping per order to the Penn State Publications Distribution Center, 112 Agricultural Administration Building, University Park PA 16802. To order using a MasterCard or VISA, call toll-free 1-877-345-0691.

References

Hedley, A. A., Ogden, C. L., Johnson, C. L., Carroll, M. D., Curtin, L. R., Flegal, K. M. (2004). Overweight and obesity among US children, adolescents, and adults, 1999-2002. JAMA 291:2847-50.

National Center for Health Statistics. (2004). Obesity still and major problem, new data show. Available at: http://www.cdc.gov/nchs/products/pubs/pubd/hestats/overwght99.htm

Ontario Public Health Association. (2002). The effectiveness of school-based strategies for the primary prevention of obesity and for promoting physical activity and/or nutrition, the major modifiable risk factors for type 2 diabetes. Ontario Public Health Association, Health Canada, Canadian Diabetes Strategy.

A Web-Based Resource for Watershed Management in Illinois

Susan Meeker
Natural Resource Educator
East Peoria, Illinois
smeeker@uiuc.edu

Jodine L.Tate
Natural Resource Educator
Springfield, Illinois
jotate@uiuc.edu

George F. Czapar
Integrated Pest Management Educator
Springfield, Illinois
gfc@uiuc.edu

Traci Vaughan
Web Developer
University of Illinois
Urbana, Illinois
tvaughan@uiuc.edu

University of Illinois Extension

Introduction

Technology has significantly changed the type and amount of information that is available over the Internet (Lee, Wald, & Lund, 1999). Internet technology advances are changing the way in which local watershed groups are providing greater economic, social, and cultural value to the community. Community-based watershed management continues to grow, and local citizens are working with scientists, agency staff and others to develop long-term solutions to resource management (Wright & Shindler, 2001).

Watershed management is the practice of combining science, technology, and society to empower people to address environmental, social, and economic issues. Because water quality is frequently the most important issue in many communities, watershed management is becoming a dominant social issue (Lant, 1999). Natural resources issues, along with federal and state regulations, are encouraging watershed-based planning (Center for Watershed Protection, 2004). A well-written watershed plan identifies natural resources and assists the community in making better local land use decisions (Minn. Dept of Natural Resources, 2004).

Unplanned community development stresses natural resources, reduces green space, and potentially harms water quality. Effective watershed management can increase property values, expand the marketability of a community, and improve the health of the environment. Regulations such as total maximum daily loads (TMDLs) are driving the need for watershed planning versus individual practices to protect water quality.

Local watershed management involves assessment of natural resources, planning, implementation, and evaluation. Accurate demographic, economic, and resource information specific to a watershed is crucial in the development of a successful watershed management plan. Computer technology and geographic information systems allow individual users the ability to manage natural resources that before was only available to the private sector or government agencies (Schmidt, Ransom, Kluitenberg, Schrock, Harrington, Taylor, & Havlin, 2001).

The Illinois Watershed Management Clearinghouse (IWMC) Web site at http://www.watershed.uiuc.edu/ offers resources and technical assistance to local watershed planners from forming a committee to developing/implementing watershed plans. IWMC provides access to resources from state, federal, and non-governmental organizations. The site is designed for communities and professionals to supply links to management tools, case studies, examples of watershed plans, and relevant research.

Web Site Development

The original IWMC Web site and the map tools were developed in 1998, under the direction of Dr. Richard Farnsworth. Initial funding for the project was provided by the Illinois Council on Food and Agricultural Research (C-FAR). In 2003, the Web site was re-designed and expanded as part of a collaborative project by Illinois Environmental Protection Agency (IEPA), Illinois Department of Natural Resources (IDNR), and University of Illinois Extension. The project goals were to develop a user-friendly Web site for watershed planning and an interactive Web-based map tool with geospatial natural resource data for Illinois.

The "Getting Involved in Watershed Management" section provides information on forming a committee, locating resource data, and finding your watershed. The "Find your watershed group" tool allows for searching for watershed contacts. Soil and Water Conservation Districts in Illinois were asked to identify contacts for watershed groups in their county. Using this information and IEPA watershed records, a comprehensive list of 176 watershed groups was generated. A letter was sent to the watershed groups verifying the contact name and information along with informing them that the information would be posted on the IWMC Web site.

The "Help for Existing Watershed Groups" section provide information on funding sources, grant writing, and planning assistance, and offers the ability to create and edit maps. Completed watershed plans are posted to provide new watershed groups a framework for developing a successful watershed plan.

The Resource Management Mapping Service (RMMS) map tool provides demographic data, resource data, and features such as buffering, tabulating acreage, viewing aerial photographs, and printing and/or saving maps. The map tool allows users to quickly locate, create, and print maps of large or small areas within Illinois. Different map layers (resource, demographic, economic) can be turned on or off to show specific details for a given location.

Lee (1999) suggested that geographic information systems are the most rapidly developing computer technologies used by the natural sciences. The mapping engine introduces users to GIS and to database information from Natural Resource Conservation Service, IDNR, Illinois State Geological Survey, Illinois Natural History Survey, Illinois Department of Agriculture, University of Illinois, U.S. Census Bureau, IEPA, and others. RMMS users can search by county, town, and zip code, or they can zoom in to an area to view. Once zoomed in, users can select from a variety of base layers including cropland data, Digital Ortho Photos, landcover, or topographical data.

Other features include the "Calendar" section, which allows groups to post activities that are occurring in their area. The calendar features allow for the sharing of ideas and activities throughout the state. The site also has links to additional watershed related references and resources and an "Ask the Expert" feature.

University of Illinois Extension planned and hosted several Internet RMMS mapping workshops designed to help Extension educators, state agency staff, watershed managers, landowners, and other interested parties gain a better understanding of the watershed support information available. The objectives of the RMMS workshops were to familiarize participants with the data support available to watershed groups. Using the RMMS map tools, participants learned how to map resource data, insert buffers, tabulate acreage for given areas, view aerial photographs, and print and/or save maps.

Results and Discussion

Since revamping the IWMC Web site, traffic has increased by 1,031%. Increases have been attributed to advertising, workshops, new releases, and surveys.

Educators hosted RMMS Workshops throughout the state targeted at agency staff and watershed groups to assist with mapping their watershed using information available over the Internet. 100% of workshop participants rated the workshops good or excellent in a post-workshop survey regarding the quality and information provided. Participants were given a take-home exercise to reinforce skills learned during the workshop. The take-home exercise provided detailed step-by-step instructions.

Conclusion

Future plans are development of decision tools, information exchanges, and interactive on-line watershed planning. Watershed management is done at the local level, and this Web site provides watershed groups a common place to go for information. The site combines the resources of four Illinois agencies to provide information pertaining to every aspect of watershed management.

References

Center for Watershed Protection. (2004). An integrated framework to restore small urban watershed. Urban Subwatershed Restoration Manual Series Manual 1.

Lant, L. C. (1999). Introduction human dimensions of watershed management. Journal of the American Water Resources Association, 35.

Lee, B. D., Wald, J. A., & Lund L.J. (1999). Introducing students to online county soil surveys and the STATSGO database using GIS. Journal of Natural Resources and Life Sciences Education, 28:93-96.

Minnesota Department of Natural Resources. (2004). A quick guide to using natural resources information.

Schmidt. J. P., Ransom, M. D., Kluitenberg G. J., Schrock M. D., Harrington, J. A., Taylor, R. K., &. Havlin. J. L. (2001). Teaching site-specific agriculture: Three semester's experience with a multi-disciplinary approach. Journal of Natural Resources and Life Sciences Education, 30:77-83.

Wright, S. A., & Shindler, B. (Nov 2001). The role of information sources in watershed management. Fisheries, 26:11-23.

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