October 2006
Volume 44 Number 5

Tools of the Trade

The Determinants of a Healthy Board: A Tool for Extension Professionals

James Barnes
Director and Assistant Professor
Delta Rural Development Center
Department of Agricultural Economics and Agribusiness
LSU Agricultural Center
Oak Grove, Louisiana
jbarnes@agcenter.lsu.edu

Sheila Haynes
West Carroll Parish Chair and Extension Agent
LSU Agricultural Center
Oak Grove, Louisiana
shaynes@agcenter.lsu.edu

Mike D. Woods
Professor and Extension Economist
Oklahoma State University
Stillwater, Oklahoma
mdwoods@okstate.edu

Introduction

In the August issue, two of the authors addressed the issue of building trust among local board members (Barnes & Haynes, 2006). This article makes a very simple, yet important point: board governance is a critical factor that affects the development of people and businesses in rural communities. Hospitals, schools, chambers of commerce, agricultural cooperatives, water districts, and many more publicly and privately owned organizations in rural communities are governed by boards. In a perfect world, these boards would make daily decisions to allocate scarce resources to their highest valued use.

Unfortunately, the real world of board governance is quite different. Board members may not trust or respect each other. Board members may have personal agendas that create conflicts of interest. And sometimes, board members disagree about policies and do not have constructive ways to openly discuss solutions. If these attributes describe board member relations, accountability and the effective governance and management of pubic or private resources will be hindered (Holland, 2002). The bottom line is: some boards are healthier than others.

But how do we measure the health of a board? In what follows, we explain the determinants of a healthy board in terms of its organizational structure. By organizational structure, we mean the types of action that should be taken by board members to ensure fulfillment of their respective roles and responsibilities. Extension professionals, board members, or other community leaders can use these determinants as a tool for understanding the health of any board, one of the necessary first steps to improve governance and therefore development of organizations, communities, and regions (Knack & Zach, 2005).

Determinants

When board members follow these healthy governance attributes, a board is said to have a healthy organizational structure (Sonnenfeld, 2002). A healthy organizational structure means:

• Board members should make every effort to attend every meeting;

• Board members are adequately involved in the decision-making process;

• Board members possess unique skills or experience that add value to the organization;

• Board members do not have personal agendas that create conflicts of interest;

• The board has an appropriate, manageable number of members;

• The board understands how to replace people in key leadership positions;

• The board requires each member to sign an agreement that clearly identifies a board member's expected set of behaviors and actions; and

• The board also provides an orientation process to explain the terms of the membership agreement to new board members.

The first attribute is that all board members should attend all meetings. It is impossible for a board member to add value to a board's decision-making process if he or she is not present. Of course, there will be times when members cannot make meetings due to sickness or other legitimate reasons. But unexcused absences can be viewed by other members as a lack of devotion to board service, and this can lead to a retardation of trust and respect among board members.

However, attendance alone is not sufficient. Every board member should also be actively involved. The involved board member should ask questions, such as "What is the purpose of this policy?" Or "Does this policy address the problem?" In addition, an involved board member should be prepared for all meetings. This means each board member, at a minimum, should review the minutes in advance and be prepared to either accept them as they are or identify needed corrections.

A board member should also have a skill set or experience that adds value to the organization. An involved board member should have some skill set that is unique and needed by the board to improve the quality of board decisions. But the board member must also commit the time necessary to impart his or her wisdom and experience. Being a board member means being committed to adding value to the organization, and that only happens when a skilled member attends meetings and brings their skill to bear on the problems faced by the organization.

Board membership should also be viewed as an honor, not an opportunity. If a board member commits to service, it should be to improve the organization, community, or region, not to improve his or her social status. The idea is that board members should not have any conflicts of interest.

Another way of saying this is that a healthy board member does not have personal agendas that create conflicts of interest. Board members should have one agenda: improve the organization, community, or region in which they govern. A person seeking to get on a particular board to benefit a friend's financial status is a classic example of a personal agenda. While other examples abound, the effect of such governance creates the same outcome: board decision-making becomes skewed, stymied, and to the detriment of the organization, community, or region. Effective board members do not have personal agendas.

Other important healthy attributes include:

1. Board size should be optimal, ranging from nine up to 20 in most cases;

2. Healthy boards know how to replace key leadership positions with the right people;

3. They clearly identify what is expected of board member service and typically have board members sign an agreement of service that outlines expectations; and

4. An appropriate orientation process exists for new members.

Conclusion

The Cooperative Extension Service has been a focal point for leadership development and volunteer training in rural America. Community boards that function effectively are critical if successful development is to take place. Extension can provide educational programs that lead to "healthy" and effective boards affecting schools, health care, economic efforts, and all aspects of community life (Barnes et al., 2004). We believe understanding the determinants of a board's health is a necessary first step.

References

Barnes, J., & Haynes. S. (2006). Building trust in local community organizations: Where do we start, and how can we make a difference? Journal of Extension [On-line], 44(4) Article 4TOT6. Available at: http://www.joe.org/joe/2006august/tt6.shtml

Barnes, J., Woods, M., Frye, J., & Ralstin, S. (2004). What is a healthy board? Oklahoma Cooperative Extension Service, F-929.

Holland, T. (2002). Board accountability: Lessons from the field. Nonprofit Management and Leadership. 12, (4) 409-428.

Knack, S., & Zak, P. (2005). Building trust: Public policy, interpersonal trust, and economic development. Supreme Court Economic Review (forthcoming).

Sonnenfeld, J. (2002). What makes great boards great. Harvard Business Review, 9, 1-8.

Online Conferencing--Tips and Tricks for Effective Use

Susanna Coppernoll
Extension Program Specialist
Texas Cooperative Extension
s-coppernoll@tamu.edu

Jennifer Jahedkar
Assistant Extension Information Technologist
Texas Cooperative Extension
jenj@tamu.edu

Theresa Pesl Murphrey
Visiting Assistant Professor
Department of Agricultural Education
t-murphrey@tamu.edu

Texas A&M University System
College Station, Texas

Introduction

Texas Cooperative Extension (TCE) has continued to look for ways to extend professional development opportunities to employees through the use of technology, including common and comfortable technologies such as teleconferencing and co-browsing on the Internet (Coppernoll & Stone, 2004). In the spring of 2003, Texas Cooperative Extension adopted the use of Centra Symposiumé for online conferencing, an evolving technology that allows voice-over-Internet, application sharing, and live interaction. As of January 2006, TCE had delivered more than 1,100 programs via online conferencing. Completion of these programs has resulted in the development of specific teaching methodologies and techniques that can be used to effectively deliver programs using online conferencing.

An Overview of Programs Conducted Using Online Conferencing

Online conferencing seminars have been conducted by TCE in both subject matter and performance or soft skill competency areas. Subject matter seminars have addressed a wide array of topics ranging from nutrition essentials to foreign animal diseases to youth protection standards. Table 1 summarizes by program area the number of subject matter online conferencing events for 2005-2006.

Online conferencing seminars have also been conducted in performance or soft skill competency areas. Many of these seminars are made available via an ongoing professional development initiative known as "Friday Online." Each Friday morning a 2-hour professional development seminar is offered by an internal support group (i.e., Extension Information Technology, the Extension Unit in the Department of Agricultural Education, Human Resources, or Agricultural Communications). A variety of topics have been offered in the areas, including: program development, education, communications, technology, and human resource development.

In addition, online events have been organized to address topics specific to new employees, agency-wide issues, information technology, and organizational accountability. Online conferencing has also been utilized for meetings and collaboration events instead of previously conducted teleconferences. Table 2 summarizes online conferencing events and meetings related to performance competency areas for 2005-2006.

Effective Use of Online Conferencing

The use of online conferencing is not new. As shared by Burkhart-Kriesel and Caine (2004), the technology has been available since late 1999. The technology and its usage have changed, though. Many newcomers to online conferencing are pleasantly surprised to realize that activities they might do in a traditional face-to-face environment can also be accomplished online using appropriate tools. There are times when online conferencing is not appropriate (e.g., hands-on-training that requires access to a special laboratory). However, there are times that online conferencing is actually more appropriate than face-to-face, because the instruction can be delivered when it is needed, increasing efficiency and decreasing costs.

Current technology does not allow the face-to-face environment to be entirely replicated online; however, one can often accomplish more online than what is anticipated. While online conferencing software tools vary depending on the manufacturer, many tools are similar. Table 3 presents activities typically used in TCE face-to-face educational programs along with comparable tools that are being used to deliver the same educational programs via online conferencing.

Lessons Learned

Texas Cooperative Extension has learned valuable lessons through active use of online conferencing. These lessons can be summarized into three key areas.

1. Adoption of the technology should be planned and purposeful. The use of online conferencing was not widely accepted at first. A dedicated effort was required on the part of TCE administration to model effective use and to provide a means for employees to experience how the technology could be used in a non-threatening environment. Details regarding the strategy employed by TCE can be found in "Facilitating the Adoption of an Online Conferencing System--A Recipe for Success" (Murphrey & Coppernoll, 2006).

2. Effective learning starts with good instructional design and is followed by good instructor delivery. The importance of instructional design and instructor delivery cannot be overlooked regardless of the setting, whether the instruction is delivered face-to-face or online. In the traditional face-to-face setting, instructors often turn to lectures as the primary mode of delivery. This is also true in online conferencing. The personal presence that often holds instructors accountable in a face-to-face setting is missing in online conferencing, and this "lack of personal presence" can serve as a barrier to effective delivery. Good instruction requires measurable objectives, planned activities that appeal to various learning styles, and effective facilitation. Online conferencing has the potential to deliver excellent instruction, if the educator uses the tools effectively.

3. Engaging learners and facilitating discussion via online conferencing is similar to face-to-face settings, but is different in that it requires forethought and skills in delivery without the use of body language and eye contact. In a face-to-face environment, facial expressions and body language can be used to assess engagement. In an online conferencing environment, assessment of engagement is accomplished via questions to which participants respond through participation tools or voice response. Frequent assessment is important, but questioning must be planned and practiced so as to not be clumsy, awkward, or rhetorical. Face-to-face environments allow the instructor to use his/her body and words to manage the learning environment. The online conferencing environment requires the use of voice and words to manage the environment. Anticipating possible issues can help instructors think through the right words to explain a concept as simply as possible. It is also helpful for instructors to think through how to manage discussions naturally and smoothly without eye contact or nods of the head. This can be accomplished using round robin sharing or raising of hands.

Summary

Online conferencing can provide an effective educational environment for a variety of topics and in a variety of program areas. The tools available for online conferencing allow implementation of activities similar to those in a face-to-face setting. The most successful online conferencing events are those in which educators and learners are comfortable and confident with the technology, the instructional design and delivery is appropriate, and facilitators have developed skills that allow facilitation without the use of body language and eye contact.

References

Burkhart-Kriesel, C., & Caine, B. (2004). From potluck suppers to on-line seminars: The evolving "face" of social interaction. Journal of Extension [Online], 42(4). Available at: http://www.joe.org/joe/2004august/comm2.shtml

Coppernoll, S., & Stone, B. (2004). Learning in place using "common and comfortable" technology. Journal of Extension [Online], 42(1). Available at: http://www.joe.org/joe/2004february/tt1.shtml

Murphrey, T. P. & Coppernoll, S. (In Press). Facilitating the adoption of an online conferencing system A recipe for success. Journal of Extension [On-line] 44(3) Article 3IAW1. Available at: http://www.joe.org/joe/2006june/iw1.shtml

25 by '25: Extension's Role in Rural Energy Development

Leigh Fortson
Regional Marketing Specialist
Colorado State University Cooperative Extension
Grand Junction, Colorado
Leigh.Fortson@colostate.edu

Science, Space, & Energy from Agriculture

As a marketing specialist for Colorado State University Cooperative Extension, there were moments in St. Louis during the Energy from Agriculture: New Technologies, Innovative Programs & Success Stories conference that were daunting. As one of the few non-scientists in the audience (so it seemed), I admit to being overwhelmed as the esteemed speakers shared their data.

Then again, I didn't go for the science; I attended with the intent of learning how to help farmers and ranchers tap into this newly emerging and soon-to-be-booming industry. Plus, it doesn't take a rocket scientist to realize that the renewable energy industry is dependant on space--the kind of space found throughout rural America and owned primarily by our nation's agricultural producers.

It worked. I'm now more equipped to talk with producers about what value-added opportunities are available to them. And I'm confident that some of America's greatest scientific and entrepreneurial minds have rolled up their collective sleeves so we can transition smoothly from dependence on fossil fuels to a new agriculturally based paradigm that will power our nation's future.

Increasing the Value of Renewables Through Information

"Energy from agriculture is really here," said Tom Dorr, Undersecretary for USDA Rural Development. "Agriculture producers will have a place at the table at the national energy policy. A lot of it is happening right now."

Held in mid-December, 2005, the conference was jointly sponsored by the Farm Foundation, United States Department of Energy Policy and New Uses, Natural Resource Conservation Service, and the USDA Rural Development. Vernon Eidman, professor of Applied Economics at the University of Minnesota, kicked off the event by articulating that every time the cost of gasoline increases, the value of energy generated by corn, wind, biomass, biodiesel, hydrogen, and the sun also rises. The economic sense of renewable energy, he claimed, will soon surpass the economics of oil.

I believe that Cooperative Extension agents have a growing responsibility to provide research-based data to our customers about these emerging opportunities. Farmers and ranchers trust our agents. We've proven ourselves to them in the past, and now, by arming ourselves with knowledge about renewables, we can help them manage the risks inherent to starting new ventures. We can refer them to producers who have already built the ethanol plants, installed the wind turbines, or reaped the benefits of a biomass facility. Indeed, by linking together the pioneers who are already successful with those who seek similar opportunities, we will ultimately help them make critical decisions about how their operations can fit into the future of America's energy‹and produce a more robust bottom line.

The Time Is Now--Politically and Professionally

According to Undersecretary Dorr, there's no time to waste. He cautioned that there are people from other parts of the world, including the Middle East, who know where the future of energy resides, and they are already buying up America's farmlands. "If we miss this opportunity," cautioned Dorr "it will be a grievous mistake."

There is no simple track for learning the renewable energy ropes. Nor is there a one-size-fits-all option that will work for every willing producer. That's because:

• Wind energy requires consistent winds and a utility willing to buy it.

• Ethanol production depends on more corn and soybeans than many producers can grow.

• Biomass facilities can use a variety of feedstocks to create energy, but they are only profitable when transporting the feedstocks is affordable.

There are countless variables to consider when learning about the viability of renewables. A good place to start is by going to www.farmfoundation.org, clicking on the Energy from Agriculture and Energy in Agriculture conference links, and reading about what was presented.

Grants, Loans, Incentives, & Partnerships

Another approach to learning about the industry is to explore the funding that's available for ag-to-energy businesses. An Iowa farmer who bought a single wind turbine at a cost of $1.6 million says he couldn't have done it without help from the USDA's Rural Development grant and loan money. That single turbine is now powering 20,000 homes and providing about $115,000 per year for his family on top of what they bring in from their traditional farm operation.

William Hagy administers grant and loan programs for USDA Rural Development. He explained that the 2002 Farm Bill, Title IX, section 9001, was the first to include funding for biomass, geothermal, hydrogen, solar and wind projects. This year, there is $125 billion of capital available for investing in green energy. Grant money and USDA loans can fund up to 50% of the cost of the project. To learn about projects the money will cover, go to: http://www.rurdev.usda.gov/rbs/busp/bpdir.htm, and click on Programs. The even-numbered programs between 9002-9010 relate to renewables.

It takes time to learn about the appropriate producer/energy matches, how the financial backing can be structured, and the basics of renewable technology. But there's an awful lot of good news blowing in the wind for America's ag producers. Jim Gulliford, from the U.S. Environmental Protection Agency, said that ethanol production in 2005 exceeded 4 billion gallons. There are 94 plants in 20 states, and 29 plants under construction that will soon yield 5.7 billion gallons of ethanol.

There are tax credits available for farmers who invest in renewable fuels, about $12 billion in tax breaks, and government incentives currently being created to prompt participation. There's also a federal mandate that by 2013, 7% of our fuels must be generated from renewables. The vision that was floated in St. Louis was: "25 by '25," which means that agriculture will provide 25% of America's energy by the year 2025. This is an inspirational goal that, according to both scientists and government representatives, is attainable.

The Rural Energy Imperative

"Technology is ahead of politics and public perception," said Undersecretary Dorr. "Energy is a national security imperative and an environmental issue. € Technology that was shelved as long as oil was cheap is being dusted off and developed. Rural American's shouldn't miss this. Rural policies are awakening. The new energy economy is going to be rural. The potential for it is unlimited."

Conclusion

Extension agents across the country are in the best possible position to both introduce this new industry to America's farmers and ranchers, and support them through the tides of change. In doing so, we'll help create a crop of entirely new possibilities.

Timber Harvest Management Workshop

Mark Landefeld
Extension Educator, Agriculture and Natural Resources
Monroe County
Woodsfield, Ohio
landefeld.6@osu.edu

Stephen Schumacher
Extension Educator, Agriculture and Natural Resources
Belmont County
St. Clairsville, Ohio
schumacher.1@osu.edu

Ohio State University Extension

Background

Ohio boasts an estimated 65 billion trees and or shrubs of 300 different species. Private nonindustrial woodland owners possess approximately 84% of Ohio's forestland. Growth exceeds removal by a ratio of 2.4:1 for all tree species in all size classes. Ohio's forests are growing almost 1 billion board feet of wood each year, making great potential for timber harvest sales by private landowners.

More than 50% of southeastern Ohio's Monroe County and Belmont County are forested, meaning there are more than 300,000 acres available for timber management and wildlife habitat in the two counties. However, many of the natural resources on these grounds are not under any sustainable management plan.

Each year uninformed individuals allow timber to be harvested from woodlands. Significant income may be realized, but often the amount received is only a small fraction of what the timber was truly worth. Much too often with this type of harvest, too, several trees that remain on site are not good candidates to maximize future growth, exhibit poor quality characteristics, and should have been removed. Many times minimal wildlife habitat is left, and erosion problems begin because these important management issues were never discussed with the timber buyer or logger.

Fortunately, the opposite is also true. Each year individuals receive significant incomes from their woodland by properly marketing timber. By following sound management guidelines in selecting trees to be harvested and those to remain standing, improvements of the future forest growth and timber quality are made, and wildlife habitat is frequently enhanced.

Program Design

A program titled "Timber Harvest Management Workshop" has been developed by Ohio Extension educators and offered on a regular basis. The program is designed to update woodland owners about options and possibilities for forested land prior to a harvest. The workshop provides information to educate the woodland owner in marketing and management practices, teaches decision-making through goal-setting activities, covers tax implications from a harvest, and provides information concerning wildlife habitat and Best Management Practices (BMP's) to minimize the environmental impact of erosion to provide a sustainable management plan.

The program is coordinated with personnel from the Ohio Department of Natural Resources (ODNR) Division of Forestry, the Soil and Water Conservation District (SWCD), and a consulting forester. Each speaker is allotted 30 to 40 minutes for his or her presentation.

The ODNR representative discusses the role of timber management and how personal goals may be achieved through different harvesting methods. Recreation, income, wildlife habitat, aesthetics, inheritance wishes, and other factors must be determined when implementing a plan. The consulting forester explains timber contracts, gives examples of what should be included in a contract, tells why a contract should be used, and how the processes of inventorying trees, marketing the timber, and logging should be approached. SWCD personnel explain BMP's to be included in a timber harvest and liability issues of which the landowner should be aware, while Extension educators discuss tax implications based on income, expenses, and basis.

Pre-test and post-test evaluations of the workshops have been conducted with varying results. Pre-test group average scores ranging from 38% correct to nearly 50% correct answers have been recorded. Post-test group average scores have ranged from 64% correct to more than 90% correct answers.

A second evaluation was prepared and sent to 124 participants. Of those, 82 useable responses were returned. Eighteen respondents stated they had sold timber since attending one or more of the forestry educational efforts. Of the 18, 13 stated that because of the information provided, they received more money for their timber sale. The average increase in sales was deemed to be $20,245. Of the respondents who had sold timber: 94% stated they were better informed of BMP's; 69% included BMP restrictions in the timber sale contract; 94% said they or a representative was more involved in the sale; and 81% were more satisfied with the results of the sale.

Summary

Timber Harvest Management Workshop programs are increasing forest landowners' knowledge of timber management options, timber marketing opportunities, Best Management Practices needed to reduce environmental concerns during a timber harvest, and tax management issues. Results of the survey indicate participants are receiving more income from their timber sales, are seeking professional forester assistance, are writing more contracts for their timber sales, are including BMP's in their contracts, and are more satisfied with the over-all results of their timber sale after attending a forestry educational program.

Project WILD: A Tool That Provides Camp Counselors with Leadership Opportunities While Managing Risk

Virginia D. Bourdeau
Associate Professor and Extension 4-H Specialist
Salem, Oregon
mombear@proaxis.com

Mike Knutz
Assistant Professor
Dallas, Oregon
mike.knutz@oregonstate.edu

Oregon State University

Introduction

Each summer, youth, ages 15-18, come to 4-H camp to take on leadership roles as camp counselors. By creating a camp culture that expects these youth staff members to make a valuable contribution to the education program, camps can increase the quality of their educational impact, while at the same time decreasing incidents and accidents that are more likely to occur in "un-programmed" time.

There are many un-programmed times at camp, and risk management research shows these are the times when negative behaviors and injuries occur (Gregg, & Hansen-Stamp, 2005). Project WILD, a nationally available interdisciplinary conservation and environmental education program, can help counselors turn un-programmed time, such as when the lunch is late or the class presenter doesn't arrive, into learning opportunities. In addition, when youth counselors are using their skills to lead Project WILD activities, they achieve respect and autonomy, and success in the leadership roles that they seek.

Getting WILD at 4-H Camp!

Project WILD is the nation's longest-standing national wildlife education program. The goal of Project WILD is to teach students how to think, not what to think. In many states, coordination and training support for WILD are provided by state fish and wildlife agencies. In Oregon, the 4-H program is the primary state coordinator of Project WILD. In the 2004-2005 training year, 189 persons attended Oregon Project WILD workshops presented by specially trained WILD facilitators. Many of these WILD facilitators are 4-H staff. Post program evaluations indicate that these persons reached an additional 22,605 youth and adults with activities and education programs using the WILD curricula.

The Council for Environmental Education publishes six guides in support of Project WILD. The original Project WILD K-12 Guide contains over 100 activity ideas, many of which can be easily adapted for use at 4-H camp. By contacting the State Project WILD Coordinator, 4-H camp programs can arrange for a facilitator to train their staff to teach the activities in Project WILD, or they can send a staff member to become a trained WILD facilitator.

Many 4-H programs across the country offer youth, ages 15-18, the opportunity to be councilors at 4-H camps. These youth may come for a week or a full summer. They may have participated in a county-based counselor training program throughout the school year or have been selected only because they are the correct age or gender to fit the camp's immediate staffing needs. While we hope they all come with an interest in leading younger youth, we know they come with their own intellectual, emotional, social, and physical characteristics and needs that have an impact on their behavior at camp and on the camper's experiences.

The training and organizational framework provided by the camp's adult staff has a great deal to do with helping camp counselors succeed. One of the areas where counselors can make a significant contribution to the camp program is in being prepared to lead Project WILD activities during un-programmed camp time. Un-programmed time can happen both intentionally and unintentionally during the camp's day. When it does, trained counselors will grab the opportunity to let their leadership shine.

Which of these scenarios sounds most like your 4-H camp? At 4-H Camp A, the Camp Director announces that the lunch is late today because the pizza needs 15 more minutes to bake. The campers hang out at the dining hall door. The counselors are in their own group, talking to each other. Suddenly two campers get into a pushing match, and one is knocked down, grazing his head on a concrete retaining wall in the process.

At 4-H Camp B, the Camp Director announces that the lunch is late today because the pizza needs 15 more minutes to bake. "Counselors," she continues, "Its time to get WILD." Without further prompting, the counselors gather their campers in groups in the playing field near the dining hall. They reach into their "bag of tricks" and pull out some props for a Project WILD activity or engage campers in an activity that may not need props. One group looks for resources in How Many Bears Can Live in this Forest? Two groups combine in a game of Oh Deer! Two other groups cooperate in a Habitat Lap Sit. Four groups study effective adaptations in predator-prey relationships in Muskox Maneuvers (Figure 1). Everyone is engaged in a supervised activity.

Figure 1.
Sample Activities from Project Wild

Of course, we all hope we are responsible for the program described at 4-H Camp B. This scenario can happen at your camp when you provide your counselors with the framework, support and training to empower them to lead short term, impromptu program activities.

Conclusion

With over 100 activities to choose from in the Project WILD K-12 Guide, camps are sure to find many that support their individual program outcomes. Major themes include Habitats, Interdependence, Changes and Adaptations, Biodiversity, Human Dimensions and Wildlife, Wildlife Issues, and Wildlife Conservation. Many of the Project WILD activities can be led with no props or with only a few props that can be used in multiple activities.

By providing your staff with training in Project WILD, you can be certain that un-programmed time is used safely and constructively instead of becoming an opportunity for inattention and injury. In addition, when adult staff recognize them as valued members of the staff, camp counselors excel in this autonomous role and have the opportunity to practice their leadership skills in the intentional safety of the camp's framework.

References

Council for Environmental Education. (2002). Project WILD K-12 curriculum and activity guide. Houston, TX. Information available at: http://www.projectwild.org/

Gregg, R., & Hansen-Stamp, C. (2005). Staffing issues for a quality camp program. The Camp Line, XIV(1), 3-6.

Become an International Ambassador with People to People

Alan Sundermeier
Assistant Professor
Ohio State University Extension
Bowling Green, Ohio
sundermeier.5@osu.edu

Why International Travel

Have you ever considered an international Extension experience yet quickly gave up on the idea because of travel barriers? One way to maximize the experience and feel at ease is to be part of a professional delegation with the People to People Ambassador Program.

As a county-based Extension educator, I was looking for an opportunity to gain an understanding of global issues that require local action and local issues that have global impact (Ludwig, 2002). I wanted more than a travel agency could provide by visiting tourist attractions. I needed to experience the culture of ordinary working people. I also wanted to relate to fellow professionals as we tackled similar issues. A 2-week leave was the limit of my absence from county responsibilities. Sound impossible? I accomplished this and much more with the People to People Ambassador Program.

Background of the People to People Ambassador Program

"I have long believed, as have many before me, that peaceful relations between nations require understanding and mutual respect between individuals."

President Dwight D. Eisenhower, Founder, People to People International

President Eisenhower believed that ordinary citizens of different nations, if able to communicate directly, would solve their differences and find a way to live in peace. This simple thought--that people can make the difference where government cannot--is People to People's foundation. Since 1956, the People to People organization has continued President Eisenhower's vision. This same model is followed as Extension educators relate one-on-one with their local clientele. Taking this caring attitude to a foreign country is a natural transition for Extension educators as they can become ambassadors of American good will.

Delegations of Professionals

Ambassador Programs coordinate delegations of similar professional expertise. An Extension educator in any program area or specialization can relate to professional focus areas offered such as:

• Agriculture
• Education
• Social Sciences
• Business
• Health and Medicine
• Law
• Arts and Humanities
• Science and Technology

Most delegations consist of 12 to 30 members who may be from public or private institutions, industry, or self-employed. Participants can develop strong friendships among themselves and their hosts while sharing their knowledge and professional experiences.

Off the Beaten Path

An advantage of being an Ambassador with People to People is the ability to experience places and people other tourists would not be able to experience. Hosts will not treat you as just another tour group passing through. People to People is respected around the world as an organization offering professional exchange of ideas and culture. Access to top government and scientific leaders is not unusual for a delegation. Also, places off-limits to foreigners may be visited and studied when traveling under the banner of People to People. Especially important is the ability to interact one-on-one with people who are eager to share their knowledge and culture.

Making Friends with 1.3 Billion Chinese

Recently, I had the opportunity to visit China as a participant of an American Society of Agronomy delegation organized with People to People. I shared the successes of conservation tillage technology research in my home county by giving a presentation at the Northwest Sci-Tech University of Agriculture and Forestry near Xi'an in central China. I concluded that even though our countries are very different, our concern for the conservation of our land is similar.

An important component of the People to People program is allowing participants an understanding of the culture and history of the areas visited. To better understand the agriculture foundation of China, People to People allowed our group to get the feel of the country and its people by utilizing a cultural exchange. We were able to visit Tiananmen Square, The Great Wall, Forbidden City, Terra-Cotta Warriors museum, Stone Forest, and other sites for a historical perspective. We based our visits in three areas of China: Beijing, Xi'an, and Kunming, covering a distance of 1,200 miles from north to south.

When traveling around the country, we were able to meet with our professional counterparts at agricultural universities as well as with individual farmers. They were able to share their agricultural knowledge with us by allowing us to visit their research sites. Also, we were allowed on farms and observed first hand the Chinese farmer's way of life.

One of the first obvious observations of our group when we traveled out of the large cities to the countryside was the variety of crops grown there. Currently 21% of the world's corn is grown in China. Farm sizes remain small as many tasks are still completed manually. Farming in China is hard labor, but the farmers that I visited took pride in what they did and their contribution to feeding the people of their country. While farmers in China cannot own land, most conveyed the impression that their quality of life or standard of living has increased significantly over the past decade.

A New Perspective

My international travel experience has changed my priorities for Extension programming that I deliver. I try to help people understand the effect of global issues on local concerns. Whenever possible, I look for opportunities to share the common problems American and Chinese farmers have trying to feed a growing population while protecting their natural resources. I feel that I have now switched roles and become an ambassador representing the Chinese people to my home community, trying to correct the misconceptions of China that people have.

Are you looking for a new perspective on the world? Do you have a desire to connect with others on a personal and professional level? The People to People program can provide an opportunity for Extension educators to make a difference in the world, one person at a time.

For more information on People to People, visit: http://www.ambassadorprograms.org/

References

Ludwig, B. G. (2002). Global in our backyard. Journal of Extension [On-line]. Available at: http://www.joe.org/joe/2002april/comm1.html

Livestock-Influenced Water Quality Risk Assessment Tool

Tipton D. Hudson
Rangeland & Livestock Management Educator
Washington State University Extension
Ellensburg, Washington
hudsont@wsu.edu

Joe H. Harrison
Nutrient Management Specialist
Washington State University Extension
Puyallup, Washington
jhharrison@wsu.edu

Rick Koelsch
Biological Systems Engineering and Animal Science
University of Nebraska
Lincoln, Nebraska
rkoelsch1@unl.edu

Introduction

The U.S. Environmental Protection Agency (EPA) (U.S. EPA 2003) released new guidelines for Concentrated Animal Feeding Operations and Animal Feeding Operations (CAFO/AFO) in 2003. Under the new guidelines, affected CAFOs will be required to develop a nutrient management plan, implement practices to manage manure in an environmentally safe manner, conduct soil and manure testing, and keep a variety of records. The changes in the federal rule resulted in a need in Washington to provide livestock producers with an assessment tool that would help them evaluate their operation and management relative to the facility's risk of negatively affecting water quality, especially via point-source pollution.

This article describes a livestock-influenced water quality risk assessment tool that was developed to assist livestock producers with conducting a self-assessment of their operation and management in relation the risk of negatively impacting water quality. A major goal in developing the assessment tool was to assist livestock producers with information that would:

1. Contribute to an operation's sustainability;
2. Assist with adoption of best management practices (BMPs); and
3. Maintain a non-CAFO designation.

The tool was developed as a partnership (Livestock Nutrient Management Education Partnership - LNMEP) including the Washington State Department of Agriculture, Washington State Department of Ecology, U.S. Environmental Protection Agency, Washington State conservation districts, Washington State Natural Resources Conservation Service (NRCS), Washington State University (WSU) Extension, Washington Cattlemen's Association, and Washington State Dairy Federation.

Assessment Tool Development

The livestock-influenced water quality risk assessment tool was based on previous assessment tools (Kansas Livestock Environmental Stewardship, Utah State University Water Quality Extension, and University of Wyoming Extension) as well as the experience of the LNMEP members. The tool was designed with the following objectives:

1. Ensure relevance to all livestock species;

2. Provide an assessment of relative risk;

3. Recommend suggested BMPs;

4. Provide visual (pictorial) examples of practices and conditions; and

5. Encourage the producer to contact their local conservation district staff for assistance with BMP implementation.

In addition, it was decided that the assessment tool be made available in paper format and an interactive Microsoft Excel^TM spreadsheet version.

The assessment tool was organized as follows:

Section 1--Directions for use of Assessment Tool

Section 2 and Step 1--Determine if the livestock or poultry operation is an Animal Feeding Operation

Section 3 and Step 2--Risk assessment

Section 4--List of contact information for all conservation district staff and Washington State University Extension livestock educators

Section 5--Photo Gallery--Summary of all pictures used to depict conditions at livestock operations that would result in low or high relative risk of negatively impacting water quality

Section 6--Acknowledgements

Section 7--Summary list of suggested BMPs and NRCS practice standard code numbers

Risk Assessment Format

The risk assessment tool was organized as a series of 29 questions divided into three categories. The three categories were:

1. Proximity of Confinement Area to Water, Confinement Condition factors, or Factors Related to Non-AFO Operations (15 questions)

2. Factors Adopted to Reduce Risk (10 questions)

3. Other Management Factors (4 questions)

The paper version of the risk assessment tool was constructed in a four-column format (Table 1). The first column lists the assessment question, the second and third columns are for selection of a response to the question of higher or lower risk, and the fourth column lists the suggested BMPs to consider adopting if the risk is rated higher. Pictures in the Photo Gallery section are provided to assist with a visual interpretation of the context of each question and potential management conditions or practices.

The Excel^TM version of the livestock-influenced water quality risk assessment tool is similar in design to the paper version. A major difference is that the Excel^TM version is interactive, with buttons to navigate within the spreadsheet. In addition, when a given question is answered as higher risk, the suggested BMP is linked as a response.

Web Site

The livestock-influenced water quality risk assessment tools in paper and Excel^TM are available at the following Web sites:
http://www.puyallup.wsu.edu/dairy/joeharrison/
http://animalag.wsu.edu

Summary

A livestock-influenced water quality risk assessment tool was developed to assist livestock producers with evaluating of their operation and management relative to a facility's risk of negatively impacting water quality. The tool can be used to conduct a self-assessment or used in cooperation with a technical service provider to make a site-specific assessment. Advantages of the tool are that it contains visual examples of site-specific conditions to assist with interpretation of practices or conditions that may positively or negatively impact water quality. In addition, the assessment tool results in a set of recommended BMPs for the livestock producer to implement to protect water quality.

References

Kansas Livestock Environmental Stewardship Online Assessments. (n.d.). Retrieved December, 2004, from: http://www.oznet.ksu.edu/kles/Assessments/

Electronic-Field Office Technical Guide. (n.d.) Retrieved December, 2004, from: http://www.nrcs.usda.gov/technical/efotg/

U.S. Environmental Protection Agency Concentrated Animal Feeding Operation - Final Rule. (February 12, 2003). Retrieved December, 2004, from: http://cfpub.epa.gov/npdes/afo/cafofinalrule.cfm

AFO/CAFO Information. (n.d.). Retrieved December, 2004, from Utah State University Water Quality Extension's Web site: http://extension.usu.edu/cooperative/waterquality/index.cfm/cid.813/tid.1728/#ac

Evaluating Confined Livestock Operations. (n.d.). Retrieved December, 2004, from: http://www.uwyo.edu/CES/Drought/AFO/evaluating.htm

Copyright © by Extension Journal, Inc. ISSN 1077-5315. Articles appearing in the Journal become the property of the Journal. Single copies of articles may be reproduced in electronic or print form for use in educational or training activities. Inclusion of articles in other publications, electronic sources, or systematic large-scale distribution may be done only with prior electronic or written permission of the Journal Editorial Office, joe-ed@joe.org.

If you have difficulties viewing or printing this page, please contact JOE Technical Support.