A. Harder, Matt Benge, John M. Diaz, Grady Roberts, L. Warner
Academic departments need to periodically assess their programs to ensure that students are developing the competencies needed for successful careers. Consistent with this goal, a new framework for guiding the doctoral specialization in extension education was developed by the Department of Agricultural Education and Communication at the University of Florida. A modified Delphi method was used to guide the project with a goal of achieving consensus regarding fundamentally important theories, knowledge, literature, and experiences for graduate students pursuing doctoral degrees specialized in extension education. The resulting framework can be used as a guide for recruiting, advising, and communicating job qualifications.
{"title":"Fundamentals of an Extension Education Doctoral Specialization: The University of Florida Framework","authors":"A. Harder, Matt Benge, John M. Diaz, Grady Roberts, L. Warner","doi":"10.34068/JOE.59.02.05","DOIUrl":"https://doi.org/10.34068/JOE.59.02.05","url":null,"abstract":"Academic departments need to periodically assess their programs to ensure that students are developing the competencies needed for successful careers. Consistent with this goal, a new framework for guiding the doctoral specialization in extension education was developed by the Department of Agricultural Education and Communication at the University of Florida. A modified Delphi method was used to guide the project with a goal of achieving consensus regarding fundamentally important theories, knowledge, literature, and experiences for graduate students pursuing doctoral degrees specialized in extension education. The resulting framework can be used as a guide for recruiting, advising, and communicating job qualifications.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"3 1","pages":"5"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86546522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Compton, R. Meyer, Anne Stevenson, Somongkol Teng
The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments. INTRODUCTION The University of Minnesota 4-H Engineering Design Challenge (EDC) program engages youth in problem solving as they design and create a Rube Goldberg-influenced machine. Youth practice an engineering design process, increase interest in STEM content knowledge, explore STEM career interests/aspirations, and develop STEM work skills. Research suggests that nonformal/out-of-school educational settings, such as 4-H, are important to address science, technology, engineering, and math (STEM) learning needs (Bell et al., 2009; Krishnamurthi et al., 2014; Meyer et al., 2010; Smith et al., 2004). Extension, including 4-H, plays a vital role in educational reform that excites and trains a diverse, next-generation STEM literate workforce (Meyer et al., 2014; Heck et al., 2012; Kraft, 1999). Educators have mobilized at the national and state level to meet the call to increase youth interest and achievement in STEM fields. Minnesota 4-H decided to prioritize engineering design, creating a new program that aligns with the Next Generation Science Standards (Minnesota Standards: Science K–12, 2009; National Research Council, 2013). PROGRAM DESCRIPTION The EDC program is an intensive learning experience of limited duration (two to six months). Youth in grades three through twelve work in teams of three to ten to design and create a multi-step machine. EDC machines use a series of chain-reaction steps that culminate in accomplishing a two-step task connected to solving a real-world issue. The program continues to evolve since its beginning in 2014; see Table 1 for examples of recent challenges. The program offers a Level 1 and Level 2 option for teams. In Level 1, teams create machines using mechanical engineering. In Level 2, machines must include four types of engineering including mechanical, chemical, electrical, and fluid power. All teams use simple machines, including inclined planes, levers, wedges, wheels and axles, pulleys, and screws to create their machines. In the EDC program, youth use an engineering design process model as a step-by-step approach to learning (Figure 1). This is a decision-making process, typically iterative, in which the basic science, math, and engineering concepts are appli
明尼苏达大学4-H工程设计挑战赛项目是一个体验式的学习机会，在这个项目中，年轻人与成年志愿者一起创造受鲁宾·戈德堡影响的机器来解决现实世界的问题。该计划的组成部分旨在帮助年轻人使用工程设计过程培养STEM工作技能，增加对STEM内容知识的兴趣，并探索STEM职业兴趣/愿望。评估表明，大多数参与者学习了工程设计过程、机械工程原理、团队合作、公开演讲和解决问题的能力。规划结果和支持为正式和非正式学习环境中的成功复制、调整和实施提供了支持。明尼苏达大学4-H工程设计挑战赛(EDC)项目吸引年轻人在设计和制造受鲁布·戈德伯格影响的机器时解决问题。青年实践工程设计过程，增加对STEM内容知识的兴趣，探索STEM职业兴趣/愿望，并发展STEM工作技能。研究表明，非正规/校外教育环境，如4-H，对于满足科学、技术、工程和数学(STEM)学习需求很重要(Bell等人，2009;Krishnamurthi等人，2014;Meyer et al.， 2010;Smith et al.， 2004)。扩展，包括4-H，在教育改革中发挥着至关重要的作用，激发和培养多样化的下一代STEM识字劳动力(Meyer等人，2014;Heck等人，2012;卡夫,1999)。教育工作者已经在国家和州一级动员起来，响应号召，提高青年对STEM领域的兴趣和成就。明尼苏达州4-H决定优先考虑工程设计，创建一个符合下一代科学标准的新项目(明尼苏达州标准:科学K-12, 2009;国家研究委员会，2013)。EDC课程是一个持续时间有限的强化学习体验(两到六个月)。三年级到十二年级的学生以三到十人为一组，设计和制造多步骤机器。EDC机器使用一系列连锁反应步骤，最终完成与解决现实问题相关的两步任务。该项目自2014年启动以来一直在不断发展;关于最近的挑战，请参见表1。该项目为团队提供1级和2级选择。在第一级，团队使用机械工程来制造机器。在第二级，机器必须包括四种类型的工程，包括机械、化学、电气和流体动力。所有团队都使用简单的机器，包括斜面、杠杆、楔子、轮子和轴、滑轮和螺丝来制造他们的机器。在EDC项目中，年轻人使用工程设计过程模型作为逐步学习的方法(图1)。这是一个决策过程，通常是迭代的，其中应用基础科学、数学和工程概念来开发最佳解决方案，以满足确定的目标(Mangold & Robinson, 2013)。工程设计过程包含了下一代科学标准中概述的设计周期过程模型。
{"title":"4-H Engineering Design Challenge Program: Engaging Youth in STEM Learning","authors":"M. Compton, R. Meyer, Anne Stevenson, Somongkol Teng","doi":"10.34068/JOE.59.02.14","DOIUrl":"https://doi.org/10.34068/JOE.59.02.14","url":null,"abstract":"The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments. INTRODUCTION The University of Minnesota 4-H Engineering Design Challenge (EDC) program engages youth in problem solving as they design and create a Rube Goldberg-influenced machine. Youth practice an engineering design process, increase interest in STEM content knowledge, explore STEM career interests/aspirations, and develop STEM work skills. Research suggests that nonformal/out-of-school educational settings, such as 4-H, are important to address science, technology, engineering, and math (STEM) learning needs (Bell et al., 2009; Krishnamurthi et al., 2014; Meyer et al., 2010; Smith et al., 2004). Extension, including 4-H, plays a vital role in educational reform that excites and trains a diverse, next-generation STEM literate workforce (Meyer et al., 2014; Heck et al., 2012; Kraft, 1999). Educators have mobilized at the national and state level to meet the call to increase youth interest and achievement in STEM fields. Minnesota 4-H decided to prioritize engineering design, creating a new program that aligns with the Next Generation Science Standards (Minnesota Standards: Science K–12, 2009; National Research Council, 2013). PROGRAM DESCRIPTION The EDC program is an intensive learning experience of limited duration (two to six months). Youth in grades three through twelve work in teams of three to ten to design and create a multi-step machine. EDC machines use a series of chain-reaction steps that culminate in accomplishing a two-step task connected to solving a real-world issue. The program continues to evolve since its beginning in 2014; see Table 1 for examples of recent challenges. The program offers a Level 1 and Level 2 option for teams. In Level 1, teams create machines using mechanical engineering. In Level 2, machines must include four types of engineering including mechanical, chemical, electrical, and fluid power. All teams use simple machines, including inclined planes, levers, wedges, wheels and axles, pulleys, and screws to create their machines. In the EDC program, youth use an engineering design process model as a step-by-step approach to learning (Figure 1). This is a decision-making process, typically iterative, in which the basic science, math, and engineering concepts are appli","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73025985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lori A Hendrickson, Rebecca A Hagen Jokela, Shawna Thompson
Housing education is critical in the context of today’s economy. This article details the current need for rental education for both consumers and practitioners. We discuss the importance of housing education resources for Extension educators across the United States, describe the updated curriculum RentWise, and provide information related to accessing the curriculum.
{"title":"RentWise: An Updated Tool for Meeting the Needs of Renters","authors":"Lori A Hendrickson, Rebecca A Hagen Jokela, Shawna Thompson","doi":"10.34068/JOE.59.02.03","DOIUrl":"https://doi.org/10.34068/JOE.59.02.03","url":null,"abstract":"Housing education is critical in the context of today’s economy. This article details the current need for rental education for both consumers and practitioners. We discuss the importance of housing education resources for Extension educators across the United States, describe the updated curriculum RentWise, and provide information related to accessing the curriculum.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"10 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81995265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Just as there are di!erent reasons that people volunteer in the community, each volunteer has speci"c values, di!erent needs to be ful"lled, and di!erent strengths to o!er to Extension programs. Understanding these characteristics and utilizing them in assigning the appropriate volunteer role will result in more success in their volunteer experience. Utilizing True Colors® when assigning volunteer roles and developing working groups and committees has proven e!ective in our county 4-H programs. Con#icts between volunteers who do not work well together have been lessened due to reassigning them to roles that best "t their personality types. INTRODUCTION In our county programs, we have found that it is important to understand and identify the values, needs, and strengths of volunteers to ensure success in their roles within Extension programs. It is important to intentionally select volunteers for the roles to which they are best suited (Penrod, 1991). Just as there are di!erent reasons that people volunteer, each volunteer has speci"c values they bring with them, di!erent needs they want met in order to be ful"lled as a volunteer, and di!erent strengths to o!er Extension programs. In a descriptive study of volunteers in Ohio, Schmiesing, Soder, & Russell (2005) found that altruistic values motivated individuals more than the other aspects of volunteerism did. When Extension professionals understand these characteristics and utilize them in assigning appropriate volunteer roles, individuals can be more successful in their volunteer experience. True Colors®, a personality assessment instrument, is used to categorize personalities into 4 quadrants that foster an environment of understanding and collaboration. $e assessment uses the colors orange, gold, green and blue to di!erentiate the four central primary personality types. Its methodology helps individuals to better understand themselves and how the di!erent personality types interact. Understanding this dynamic can be helpful, especially when the success of an organization depends on the e!ective communication between and collaboration among its employees and volunteers (True Colors®, 2020; Miscisin, 2001). PERSONALITY TRAITS AND APPROPRIATE VOLUNTEER ROLES An Extension professional versed in True Colors ® can provide personality-speci"c insights to their volunteers. In reliability and validity testing, True Colors® showed considerable merit in precisely assessing and de"ning psychological types and temperament theory (Whitchard, 2013). According to True Colors® every person is a unique mix of these personality (color) traits with varying degrees of dominance. Moreover, the following descriptions and techniques provide general suggestions when assigning the best role to volunteers when the dominant part of their personality has been identi"ed (True Colors, 2020; Miscisin, 2001.) BLUE VOLUNTEERS Individuals with a predominately “blue” personality value acceptance and belonging. $ey are people orie
{"title":"Using True Colors® to Match Individual’s Personality Traits with the Appropriate Volunteer Role for Success","authors":"A. Torretta, Laura Bovitz","doi":"10.34068/JOE.59.02.10","DOIUrl":"https://doi.org/10.34068/JOE.59.02.10","url":null,"abstract":"Just as there are di!erent reasons that people volunteer in the community, each volunteer has speci\"c values, di!erent needs to be ful\"lled, and di!erent strengths to o!er to Extension programs. Understanding these characteristics and utilizing them in assigning the appropriate volunteer role will result in more success in their volunteer experience. Utilizing True Colors® when assigning volunteer roles and developing working groups and committees has proven e!ective in our county 4-H programs. Con#icts between volunteers who do not work well together have been lessened due to reassigning them to roles that best \"t their personality types. INTRODUCTION In our county programs, we have found that it is important to understand and identify the values, needs, and strengths of volunteers to ensure success in their roles within Extension programs. It is important to intentionally select volunteers for the roles to which they are best suited (Penrod, 1991). Just as there are di!erent reasons that people volunteer, each volunteer has speci\"c values they bring with them, di!erent needs they want met in order to be ful\"lled as a volunteer, and di!erent strengths to o!er Extension programs. In a descriptive study of volunteers in Ohio, Schmiesing, Soder, & Russell (2005) found that altruistic values motivated individuals more than the other aspects of volunteerism did. When Extension professionals understand these characteristics and utilize them in assigning appropriate volunteer roles, individuals can be more successful in their volunteer experience. True Colors®, a personality assessment instrument, is used to categorize personalities into 4 quadrants that foster an environment of understanding and collaboration. $e assessment uses the colors orange, gold, green and blue to di!erentiate the four central primary personality types. Its methodology helps individuals to better understand themselves and how the di!erent personality types interact. Understanding this dynamic can be helpful, especially when the success of an organization depends on the e!ective communication between and collaboration among its employees and volunteers (True Colors®, 2020; Miscisin, 2001). PERSONALITY TRAITS AND APPROPRIATE VOLUNTEER ROLES An Extension professional versed in True Colors ® can provide personality-speci\"c insights to their volunteers. In reliability and validity testing, True Colors® showed considerable merit in precisely assessing and de\"ning psychological types and temperament theory (Whitchard, 2013). According to True Colors® every person is a unique mix of these personality (color) traits with varying degrees of dominance. Moreover, the following descriptions and techniques provide general suggestions when assigning the best role to volunteers when the dominant part of their personality has been identi\"ed (True Colors, 2020; Miscisin, 2001.) BLUE VOLUNTEERS Individuals with a predominately “blue” personality value acceptance and belonging. $ey are people orie","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88970336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Effective delivery of continuing education programs can improve their impact. Using the first of four two-week modules of a professional short course, we tested outcomes of a flipped classroom approach, comparing professional foresters’ completion rates, preference for, and perceived value of pre-module content delivered via video and reading. Participants in the National Advanced Silviculture Program self-reported significantly higher pre-module completion rates, preference for, and perceived value of video over reading. This simple study suggests the potential for video to serve as an accessible and preferred format for delivery of key content to supplement an in-person continuing education program.
{"title":"Assessing the Value of Video Resources in Extension-led Natural Resources Management Continuing Education Programs","authors":"E. Sagor, M. Windmuller-Campione, M. Rodman","doi":"10.34068/JOE.59.02.08","DOIUrl":"https://doi.org/10.34068/JOE.59.02.08","url":null,"abstract":"Effective delivery of continuing education programs can improve their impact. Using the first of four two-week modules of a professional short course, we tested outcomes of a flipped classroom approach, comparing professional foresters’ completion rates, preference for, and perceived value of pre-module content delivered via video and reading. Participants in the National Advanced Silviculture Program self-reported significantly higher pre-module completion rates, preference for, and perceived value of video over reading. This simple study suggests the potential for video to serve as an accessible and preferred format for delivery of key content to supplement an in-person continuing education program.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"10 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86558471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
!e University of Missouri Integrated STEM Internship Program (MU-ISIP) is a 9-week internship experience that helps prepare undergraduates for the workforce or graduate school in four AFRI areas: (a) plant health and production, (b) animal health and production, (c) food safety, nutrition and health, and (d) agricultural economics and rural communities. !is program helps address the need for the next generation of agriculturalists and food scientists through experiential learning. Additionally, it exposes undergraduates to Extension as a career option. !is article outlines our approach to MU-ISIP and lessons learned during the program’s inception.
{"title":"Preparing Undergraduates for Agriculture and Food Research Careers: An Internship Paradigm","authors":"Rebecca Mott, T. Lorenz, J. Britt-Rankin","doi":"10.34068/JOE.59.02.07","DOIUrl":"https://doi.org/10.34068/JOE.59.02.07","url":null,"abstract":"!e University of Missouri Integrated STEM Internship Program (MU-ISIP) is a 9-week internship experience that helps prepare undergraduates for the workforce or graduate school in four AFRI areas: (a) plant health and production, (b) animal health and production, (c) food safety, nutrition and health, and (d) agricultural economics and rural communities. !is program helps address the need for the next generation of agriculturalists and food scientists through experiential learning. Additionally, it exposes undergraduates to Extension as a career option. !is article outlines our approach to MU-ISIP and lessons learned during the program’s inception.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78935373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
L. Warner, C. Silvert, J. Loizzo, Jarred Shellhouse
In this study, we tested frames Extension professionals could use to promote residential water conservation through social media. We randomly assigned Florida residents to view one of six visual messages with water conservation facts or stories and then measured willingness to engage with education programs and conservation behaviors. There were clear differences in message frame performance, but better performance was highly dependent on outcome metrics used. Therefore, we were unable to identify a preferred frame. These findings need to be further examined in an authentic social media environment to inform best practices in social media message framing for Extension professionals.
{"title":"Testing Social Media Water Conservation Messages that Convey Extension Evaluation Results","authors":"L. Warner, C. Silvert, J. Loizzo, Jarred Shellhouse","doi":"10.34068/JOE.59.02.12","DOIUrl":"https://doi.org/10.34068/JOE.59.02.12","url":null,"abstract":"In this study, we tested frames Extension professionals could use to promote residential water conservation through social media. We randomly assigned Florida residents to view one of six visual messages with water conservation facts or stories and then measured willingness to engage with education programs and conservation behaviors. There were clear differences in message frame performance, but better performance was highly dependent on outcome metrics used. Therefore, we were unable to identify a preferred frame. These findings need to be further examined in an authentic social media environment to inform best practices in social media message framing for Extension professionals.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"30 1","pages":"12"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82884331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Phytophthora blight (Phytophthora capsici) is one of the major soilborne diseases threatening many vegetable crops including squash. The disease results in severe epidemics and yield losses due to a rapid spread of the pathogen associated with wet weather and soil waterlogging. Implementing drone-based spatial mapping with software elevation tools can assist growers in evaluating land levelling for uniform distribution of water to mitigate potential disease incidence. The technology has great advantages: rapid, precise, and labor-cost effective. Our result can implicate Extension professionals with application of spatial mapping to assist growers in managing their land and crops for disease control efficiently.
{"title":"Applying Drone-based Spatial Mapping to Help Growers Manage Crop Diseases","authors":"Qingren Wang, Shouan Zhang","doi":"10.34068/JOE.59.02.11","DOIUrl":"https://doi.org/10.34068/JOE.59.02.11","url":null,"abstract":"Phytophthora blight (Phytophthora capsici) is one of the major soilborne diseases threatening many vegetable crops including squash. The disease results in severe epidemics and yield losses due to a rapid spread of the pathogen associated with wet weather and soil waterlogging. Implementing drone-based spatial mapping with software elevation tools can assist growers in evaluating land levelling for uniform distribution of water to mitigate potential disease incidence. The technology has great advantages: rapid, precise, and labor-cost effective. Our result can implicate Extension professionals with application of spatial mapping to assist growers in managing their land and crops for disease control efficiently.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"6 1","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80762564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We calculated savings in outdoor water uses from 37 properties in Fisher Island, Florida, that were retrofitted with smart Evapotranspiration-based irrigation controllers through the Miami Dade County’s Landscape Irrigation Rebate Program. We found average water savings of 11.4 million gallons per year from the 37 properties on the island. We discuss the roles of extension personnel in developing and effectively managing an irrigation rebate program and the implications of results from this program for large scale efforts towards efficient use of freshwater resources.
{"title":"Lessons from a Landscape Irrigation Rebate Program in Miami Dade County","authors":"H. Bayabil, L. Vasquez, J. Lomelí, Patrick Martin","doi":"10.34068/JOE.59.02.13","DOIUrl":"https://doi.org/10.34068/JOE.59.02.13","url":null,"abstract":"We calculated savings in outdoor water uses from 37 properties in Fisher Island, Florida, that were retrofitted with smart Evapotranspiration-based irrigation controllers through the Miami Dade County’s Landscape Irrigation Rebate Program. We found average water savings of 11.4 million gallons per year from the 37 properties on the island. We discuss the roles of extension personnel in developing and effectively managing an irrigation rebate program and the implications of results from this program for large scale efforts towards efficient use of freshwater resources.","PeriodicalId":22617,"journal":{"name":"The Journal of Agricultural Extension","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87386596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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