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The purpose of this guide is to provide a resource for archery leaders that includes reflection, application and evaluation with the activities. Written by Julia S. Kelly, and published by the Florida 4-H Youth Development Program, UF/IFAS Extension, June 2023.

The purpose of this guide is to provide a resource for archery leaders that includes reflection, application and evaluation with the activities. Written by Julia S. Kelly, and published by the Florida 4-H Youth Development Program, UF/IFAS Extension, June 2023.

This new 5-page article reviews the Evaluation Leadership Team (ELT) model. This article provides more detail about the model, possible ways to implement this model in the Extension system, and potential impacts of implementing this model. If this model is implemented, it could help streamline and standardize evaluation in Extension through the creation of more standardized evaluations and templates by ELT members within priority groups. This could have huge ramifications for Extension across the country. With standardization, they will be able to better assess their impact and the programming provided, as well as to prove their worth to their stakeholders and the public. Written by Colleen Gariton, Alexa Lamm, Glenn Israel, and David Diehl and published by the UF/IFAS Department of Agricultural Education and Communication.

This new 5-page article reviews the Evaluation Leadership Team (ELT) model. This article provides more detail about the model, possible ways to implement this model in the Extension system, and potential impacts of implementing this model. If this model is implemented, it could help streamline and standardize evaluation in Extension through the creation of more standardized evaluations and templates by ELT members within priority groups. This could have huge ramifications for Extension across the country. With standardization, they will be able to better assess their impact and the programming provided, as well as to prove their worth to their stakeholders and the public. Written by Colleen Gariton, Alexa Lamm, Glenn Israel, and David Diehl and published by the UF/IFAS Department of Agricultural Education and Communication.

This study explores the effect of Extension program area on the perceptions of clientele regarding their overall satisfaction and benefits of services provided by Extension. Written by Mallory L. Cotter and Glenn D. Israel, and published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp. https://edis.ifas.ufl.edu/wc396

This study explores the effect of Extension program area on the perceptions of clientele regarding their overall satisfaction and benefits of services provided by Extension. Written by Mallory L. Cotter and Glenn D. Israel, and published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp. https://edis.ifas.ufl.edu/wc396

Getting IRB approval for your survey can seem like a daunting task to many people in academia and Extension. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication discusses what the IRB is, when and how to get IRB approval for a survey, getting informed consent, and where to get help for Extension professionals wanting to perform research or publish findings from surveys they have completed. Written by Colleen E. Gariton and Glenn D. Israel.

Getting IRB approval for your survey can seem like a daunting task to many people in academia and Extension. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication discusses what the IRB is, when and how to get IRB approval for a survey, getting informed consent, and where to get help for Extension professionals wanting to perform research or publish findings from surveys they have completed. Written by Colleen E. Gariton and Glenn D. Israel.

This fifth publication in the Road to Recovery series discusses how Extension professionals can evaluate techniques to build trust when facilitating virtual programming. Specific recommendations are provided addressing concerns about short- and long-term virtual trust, inclusion techniques, Zoom fatigue, and cybersecurity. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc388

This fourth publication in the Road to Recovery series explores the challenges Extension professionals may encounter in reaching clientele virtually during a pandemic. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication discusses the concept of digital equity and provides recommendations to evaluate efforts to access and connect with key audiences. Written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc387

This sixth publication in the Road to Recovery series provides tips and strategies for Extension professionals interested in evaluating efforts to promote community capacity building and community resilience using virtual platforms. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Cody Gusto, Colby Silvert, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc385

This fifth publication in the Road to Recovery series discusses how Extension professionals can evaluate techniques to build trust when facilitating virtual programming. Specific recommendations are provided addressing concerns about short- and long-term virtual trust, inclusion techniques, Zoom fatigue, and cybersecurity. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc388

This fourth publication in the Road to Recovery series explores the challenges Extension professionals may encounter in reaching clientele virtually during a pandemic. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication discusses the concept of digital equity and provides recommendations to evaluate efforts to access and connect with key audiences. Written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc387

This sixth publication in the Road to Recovery series provides tips and strategies for Extension professionals interested in evaluating efforts to promote community capacity building and community resilience using virtual platforms. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Cody Gusto, Colby Silvert, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc385

This fifth publication in the Road to Recovery series discusses how Extension professionals can evaluate techniques to build trust when facilitating virtual programming. Specific recommendations are provided addressing concerns about short- and long-term virtual trust, inclusion techniques, Zoom fatigue, and cybersecurity. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc388

This sixth publication in the Road to Recovery series provides tips and strategies for Extension professionals interested in evaluating efforts to promote community capacity building and community resilience using virtual platforms. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Cody Gusto, Colby Silvert, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc385

This fourth publication in the Road to Recovery series explores the challenges Extension professionals may encounter in reaching clientele virtually during a pandemic. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication discusses the concept of digital equity and provides recommendations to evaluate efforts to access and connect with key audiences. Written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel. https://edis.ifas.ufl.edu/wc387

This publication will briefly look at how the intent of a survey affects which types of questions should be asked and how the data can be analyzed to help address this intent. It is intended to provide guidance to Extension professionals, as well as persons in community organizations, who conduct surveys for program planning, improvement, and evaluation. Written by Colleen E. Gariton and Glenn D. Israel, and published by the UF/IFAS Department of Agricultural Education and Communication. https://edis.ifas.ufl.edu/pd083

This publication will briefly look at how the intent of a survey affects which types of questions should be asked and how the data can be analyzed to help address this intent. It is intended to provide guidance to Extension professionals, as well as persons in community organizations, who conduct surveys for program planning, improvement, and evaluation. Written by Colleen E. Gariton and Glenn D. Israel, and published by the UF/IFAS Department of Agricultural Education and Communication. https://edis.ifas.ufl.edu/pd083

This publication will briefly look at how the intent of a survey affects which types of questions should be asked and how the data can be analyzed to help address this intent. It is intended to provide guidance to Extension professionals, as well as persons in community organizations, who conduct surveys for program planning, improvement, and evaluation. Written by Colleen E. Gariton and Glenn D. Israel, and published by the UF/IFAS Department of Agricultural Education and Communication. https://edis.ifas.ufl.edu/pd083

Proposals possessing sound and well-funded evaluation plans are normally stronger and have greater chances of being funded. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication shares information the authors learned during a series of meetings with federal agency program officers and evaluators about best practices for grant proposals. The practices encompass two broad categories: incorporating evaluation expertise into the project team and building a sound project rationale and evaluation plan. By adopting these practices, you will enhance the quality of your proposals; you will most likely increase the amount of extramural funding that is secured; and you will elevate the visibility and impact of programs within your organization. Written by Glenn Israel, Jaclyn D. Kropp, David C. Diehl, Conner Mullally, and Sebastian Galindo. https://edis.ifas.ufl.edu/wc350

Proposals possessing sound and well-funded evaluation plans are normally stronger and have greater chances of being funded. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication shares information the authors learned during a series of meetings with federal agency program officers and evaluators about best practices for grant proposals. The practices encompass two broad categories: incorporating evaluation expertise into the project team and building a sound project rationale and evaluation plan. By adopting these practices, you will enhance the quality of your proposals; you will most likely increase the amount of extramural funding that is secured; and you will elevate the visibility and impact of programs within your organization. Written by Glenn Israel, Jaclyn D. Kropp, David C. Diehl, Conner Mullally, and Sebastian Galindo. https://edis.ifas.ufl.edu/wc350

Proposals possessing sound and well-funded evaluation plans are normally stronger and have greater chances of being funded. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication shares information the authors learned during a series of meetings with federal agency program officers and evaluators about best practices for grant proposals. The practices encompass two broad categories: incorporating evaluation expertise into the project team and building a sound project rationale and evaluation plan. By adopting these practices, you will enhance the quality of your proposals; you will most likely increase the amount of extramural funding that is secured; and you will elevate the visibility and impact of programs within your organization. Written by Glenn Israel, Jaclyn D. Kropp, David C. Diehl, Conner Mullally, and Sebastian Galindo. https://edis.ifas.ufl.edu/wc350

This document provides an overview of the concept of target audiences as it relate to Extension education, and briefly presents concepts of audience analysis and educational content selection. In contrast to the general population, a target audience is comprised of people who can take some explicit action to help solve an identified problem addressed by an Extension program. Additionally, a target audience is sometimes the people who are affected most by that problem. An understanding of the concept of target audiences paired with intentional selection of appropriate educational activities and content can support an impactful Extension program.

This document provides an overview of the concept of target audiences as it relate to Extension education, and briefly presents concepts of audience analysis and educational content selection. In contrast to the general population, a target audience is comprised of people who can take some explicit action to help solve an identified problem addressed by an Extension program. Additionally, a target audience is sometimes the people who are affected most by that problem. An understanding of the concept of target audiences paired with intentional selection of appropriate educational activities and content can support an impactful Extension program.

This document provides an overview of the concept of target audiences as it relate to Extension education, and briefly presents concepts of audience analysis and educational content selection. In contrast to the general population, a target audience is comprised of people who can take some explicit action to help solve an identified problem addressed by an Extension program. Additionally, a target audience is sometimes the people who are affected most by that problem. An understanding of the concept of target audiences paired with intentional selection of appropriate educational activities and content can support an impactful Extension program.

The Florida Cooperative Extension Service (FCES) provides a variety of information to clients throughout the state. In order to determine the extent of client satisfaction, the FCES conducts an annual survey. The survey was sent to a sample of clients who have received educational information between March and July 2017. A total of 1,202 participants responded, and 94.9% of Extension clients reported that they were satisfied or very satisfied with the overall services provided. Many Extension clients also shared suggestions for improving services, including improved communication, increased advertising, and increased availability for some classes. In this five-page document from the UF/IFAS Department of Agricultural Education and Communication, Glenn D. Israel and Tiffany Henderson summarize the results of the survey and provide recommendations for how to improve Extension’s services. http://edis.ifas.ufl.edu/wc326

The Florida Cooperative Extension Service (FCES) provides a variety of information to clients throughout the state. In order to determine the extent of client satisfaction, the FCES conducts an annual survey. The survey was sent to a sample of clients who have received educational information between March and July 2017. A total of 1,202 participants responded, and 94.9% of Extension clients reported that they were satisfied or very satisfied with the overall services provided. Many Extension clients also shared suggestions for improving services, including improved communication, increased advertising, and increased availability for some classes. In this five-page document from the UF/IFAS Department of Agricultural Education and Communication, Glenn D. Israel and Tiffany Henderson summarize the results of the survey and provide recommendations for how to improve Extension’s services. http://edis.ifas.ufl.edu/wc326

The Florida Cooperative Extension Service (FCES) provides a variety of information to clients throughout the state. In order to determine the extent of client satisfaction, the FCES conducts an annual survey. The survey was sent to a sample of clients who have received educational information between March and July 2017. A total of 1,202 participants responded, and 94.9% of Extension clients reported that they were satisfied or very satisfied with the overall services provided. Many Extension clients also shared suggestions for improving services, including improved communication, increased advertising, and increased availability for some classes. In this five-page document from the UF/IFAS Department of Agricultural Education and Communication, Glenn D. Israel and Tiffany Henderson summarize the results of the survey and provide recommendations for how to improve Extension’s services. http://edis.ifas.ufl.edu/wc326

Each fall UF/IFAS faculty are asked to report on their Extension activities and accomplishments over the past year, including the contact made with Extension clientele through both direct and indirect methods. This 5-page fact sheet describes how to report these interactions in Workload. Written by Diane Craig and Glenn D. Israel, and published by the Department of Agricultural Education and Communication, October 2016. AEC377/WC058: Reporting Clientele Contacts in Workload (ufl.edu)

Each fall UF/IFAS faculty are asked to report on their Extension activities and accomplishments over the past year, including the contact made with Extension clientele through both direct and indirect methods. This 5-page fact sheet describes how to report these interactions in Workload. Written by Diane Craig and Glenn D. Israel, and published by the Department of Agricultural Education and Communication, October 2016. AEC377/WC058: Reporting Clientele Contacts in Workload (ufl.edu)

Each fall UF/IFAS faculty are asked to report on their Extension activities and accomplishments over the past year, including the contact made with Extension clientele through both direct and indirect methods. This 5-page fact sheet describes how to report these interactions in Workload. Written by Diane Craig and Glenn D. Israel, and published by the Department of Agricultural Education and Communication, October 2016. AEC377/WC058: Reporting Clientele Contacts in Workload (ufl.edu)

In order to evaluate their programs, Extension offices have to gather evidence about program outcomes and impacts. The first step of this process is to determine the appropriate amount of data needed, or the correct sample size. Using a sample can help Extension professionals save time, money, and labor because fewer people must be interviewed or surveyed; thus the complete set of data can be collected quickly. This revised 9-page fact sheet provides an overview of sampling procedures, beginning with how to determine the research problem, define the population, and decide whether to sample, and going on to explain the different types of samples and how they are used. Written by Glenn D. Israel, and published by the Agricultural Education and Communication Department, December 2015. PEOD5/PD005: Sampling the Evidence of Extension Program Impact (ufl.edu)

This publication provides an overview of group-administered surveys as part of the Savvy Survey Series. Group-administered surveys are a great way to collect information from participants about the outcomes of an event or program. These kinds of surveys are best used for documenting short-term outcomes and can make use of an audience response system. This 4-page fact sheet details how to develop a group-administered questionnaire, how to use an audience response system, and how to prepare and implement the survey. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the Agricultural Education and Communication Department, December 2015. AEC412/PD082: The Savvy Survey #18: Group-Administered Surveys (ufl.edu)

The Savvy Survey #7: Formatting Questionnaires is the seventh of the seventeen Savvy Survey Series publications from state specialists with expertise in tailored design survey methodology. Developing a high-quality questionnaire is critical for collecting useful data. After selecting the best questions, the next step is to format them to produce the most effective questionnaire possible. This 7-page publication spotlights several considerations, including question order, layout for best visual appearance, and pagination. Written by Jessica L. Gouldthorpe and Glenn D. Israel, and published by the Agricultural Education and Communication Department, September 2015. AEC401/PD071: The Savvy Survey #7: Formatting Questionnaires (ufl.edu)

One of the Savvy Survey Series, this article will help Extension agents understand indexes and how to use them when evaluating an educational program. This 6-page fact sheet provides an overview of constructing indices for a questionnaire. Specifically, it will discuss why composite measures like index numbers are important, what the index number means, the difference between indexes and scales, steps for the construction of indexes, and recommendations for use by Extension educators. Written by Anil Kumar Chaudhary and Glenn D. Israel, and published by the Agricultural Education and Communication Department, December 2015. AEC399/PD069: The Savvy Survey #6d: Constructing Indices for a Questionnaire (ufl.edu)

In-person-administered surveys are a type of face-to-face interview that collects mainly quantitative data from a number of individuals and can be useful for collecting information from low-literacy audiences or obtaining very detailed information from agricultural producers or business owners about needs or program outcomes. As part of the Savvy Survey Series, this 7-page fact sheet presents the construction, development, and implementation of in-person surveys, as well as how to prepare an introductory script, train interviewers, and manage the survey process. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the Agricultural Education and Communication Department, December 2015. AEC404/PD074: The Savvy Survey #10: In-Person-Administered Surveys (ufl.edu)

In order to evaluate their programs, Extension offices have to gather evidence about program outcomes and impacts. The first step of this process is to determine the appropriate amount of data needed, or the correct sample size. Using a sample can help Extension professionals save time, money, and labor because fewer people must be interviewed or surveyed; thus the complete set of data can be collected quickly. This revised 9-page fact sheet provides an overview of sampling procedures, beginning with how to determine the research problem, define the population, and decide whether to sample, and going on to explain the different types of samples and how they are used. Written by Glenn D. Israel, and published by the Agricultural Education and Communication Department, December 2015. PEOD5/PD005: Sampling the Evidence of Extension Program Impact (ufl.edu)

This publication provides an overview of group-administered surveys as part of the Savvy Survey Series. Group-administered surveys are a great way to collect information from participants about the outcomes of an event or program. These kinds of surveys are best used for documenting short-term outcomes and can make use of an audience response system. This 4-page fact sheet details how to develop a group-administered questionnaire, how to use an audience response system, and how to prepare and implement the survey. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the Agricultural Education and Communication Department, December 2015. AEC412/PD082: The Savvy Survey #18: Group-Administered Surveys (ufl.edu)

The Savvy Survey #7: Formatting Questionnaires is the seventh of the seventeen Savvy Survey Series publications from state specialists with expertise in tailored design survey methodology. Developing a high-quality questionnaire is critical for collecting useful data. After selecting the best questions, the next step is to format them to produce the most effective questionnaire possible. This 7-page publication spotlights several considerations, including question order, layout for best visual appearance, and pagination. Written by Jessica L. Gouldthorpe and Glenn D. Israel, and published by the Agricultural Education and Communication Department, September 2015. AEC401/PD071: The Savvy Survey #7: Formatting Questionnaires (ufl.edu)

In-person-administered surveys are a type of face-to-face interview that collects mainly quantitative data from a number of individuals and can be useful for collecting information from low-literacy audiences or obtaining very detailed information from agricultural producers or business owners about needs or program outcomes. As part of the Savvy Survey Series, this 7-page fact sheet presents the construction, development, and implementation of in-person surveys, as well as how to prepare an introductory script, train interviewers, and manage the survey process. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the Agricultural Education and Communication Department, December 2015. AEC404/PD074: The Savvy Survey #10: In-Person-Administered Surveys (ufl.edu)

One of the Savvy Survey Series, this article will help Extension agents understand indexes and how to use them when evaluating an educational program. This 6-page fact sheet provides an overview of constructing indices for a questionnaire. Specifically, it will discuss why composite measures like index numbers are important, what the index number means, the difference between indexes and scales, steps for the construction of indexes, and recommendations for use by Extension educators. Written by Anil Kumar Chaudhary and Glenn D. Israel, and published by the Agricultural Education and Communication Department, December 2015. AEC399/PD069: The Savvy Survey #6d: Constructing Indices for a Questionnaire (ufl.edu)

In-person-administered surveys are a type of face-to-face interview that collects mainly quantitative data from a number of individuals and can be useful for collecting information from low-literacy audiences or obtaining very detailed information from agricultural producers or business owners about needs or program outcomes. As part of the Savvy Survey Series, this 7-page fact sheet presents the construction, development, and implementation of in-person surveys, as well as how to prepare an introductory script, train interviewers, and manage the survey process. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the Agricultural Education and Communication Department, December 2015. AEC404/PD074: The Savvy Survey #10: In-Person-Administered Surveys (ufl.edu)

In order to evaluate their programs, Extension offices have to gather evidence about program outcomes and impacts. The first step of this process is to determine the appropriate amount of data needed, or the correct sample size. Using a sample can help Extension professionals save time, money, and labor because fewer people must be interviewed or surveyed; thus the complete set of data can be collected quickly. This revised 9-page fact sheet provides an overview of sampling procedures, beginning with how to determine the research problem, define the population, and decide whether to sample, and going on to explain the different types of samples and how they are used. Written by Glenn D. Israel, and published by the Agricultural Education and Communication Department, December 2015. PEOD5/PD005: Sampling the Evidence of Extension Program Impact (ufl.edu)

This publication provides an overview of group-administered surveys as part of the Savvy Survey Series. Group-administered surveys are a great way to collect information from participants about the outcomes of an event or program. These kinds of surveys are best used for documenting short-term outcomes and can make use of an audience response system. This 4-page fact sheet details how to develop a group-administered questionnaire, how to use an audience response system, and how to prepare and implement the survey. Written by Glenn D. Israel and Jessica L. Gouldthorpe, and published by the Agricultural Education and Communication Department, December 2015. AEC412/PD082: The Savvy Survey #18: Group-Administered Surveys (ufl.edu)

The Savvy Survey #7: Formatting Questionnaires is the seventh of the seventeen Savvy Survey Series publications from state specialists with expertise in tailored design survey methodology. Developing a high-quality questionnaire is critical for collecting useful data. After selecting the best questions, the next step is to format them to produce the most effective questionnaire possible. This 7-page publication spotlights several considerations, including question order, layout for best visual appearance, and pagination. Written by Jessica L. Gouldthorpe and Glenn D. Israel, and published by the Agricultural Education and Communication Department, September 2015. AEC401/PD071: The Savvy Survey #7: Formatting Questionnaires (ufl.edu)

One of the Savvy Survey Series, this article will help Extension agents understand indexes and how to use them when evaluating an educational program. This 6-page fact sheet provides an overview of constructing indices for a questionnaire. Specifically, it will discuss why composite measures like index numbers are important, what the index number means, the difference between indexes and scales, steps for the construction of indexes, and recommendations for use by Extension educators. Written by Anil Kumar Chaudhary and Glenn D. Israel, and published by the Agricultural Education and Communication Department, December 2015. AEC399/PD069: The Savvy Survey #6d: Constructing Indices for a Questionnaire (ufl.edu)

It is a good practice to pre-test a questionnaire after the initial design and formatting are completed. Based on studies conducted by researchers, pre-testing can be implemented using various methods. A number of possible pre-testing methods are described in this 6-page fact sheet was written by Anil Kumar Chaudhary and Glenn D. Israel, and published by the UF Department of Agricultural Education and Communication, December 2014. AEC402/PD072: The Savvy Survey #8: Pilot Testing and Pretesting Questionnaires (ufl.edu)

It is a good practice to pre-test a questionnaire after the initial design and formatting are completed. Based on studies conducted by researchers, pre-testing can be implemented using various methods. A number of possible pre-testing methods are described in this 6-page fact sheet was written by Anil Kumar Chaudhary and Glenn D. Israel, and published by the UF Department of Agricultural Education and Communication, December 2014. AEC402/PD072: The Savvy Survey #8: Pilot Testing and Pretesting Questionnaires (ufl.edu)

It is a good practice to pre-test a questionnaire after the initial design and formatting are completed. Based on studies conducted by researchers, pre-testing can be implemented using various methods. A number of possible pre-testing methods are described in this 6-page fact sheet was written by Anil Kumar Chaudhary and Glenn D. Israel, and published by the UF Department of Agricultural Education and Communication, December 2014. AEC402/PD072: The Savvy Survey #8: Pilot Testing and Pretesting Questionnaires (ufl.edu)