Managing professional development online is essential for geographically dispersed agricultural extension agents. Learn about the impact of an online professional certificate program developed for a unique audience within the land grant university system.
The presentation will discuss implications for designing asynchronously delivered professional development based on the evaluation of the “Certificate in Teaching and Learning in Extension” developed for agricultural extension agents.
The purpose of agricultural extension is to connect scientific research to agricultural practices through education, primarily through the work of extension agents. Cooperative extension agents provide education and training on a wide range of topics (e.g. horticulture, livestock, pesticide licensing, home economics, youth development) in both non-formal and formal settings. The majority of agents specialize in an area outside of the field of education. Due to this factor, there is a need to develop their knowledge, skills, and abilities in teaching and learning to effectively implement their programs. The Department of Agricultural Education and Communication at the University of Florida designed an online professional development certificate to improve pedagogical knowledge of this particular audience. The “Certificate in Teaching and Learning in Extension” covers twelve topics ranging from “how people learn” to “assessing learning in non-formal settings.” The material is delivered through a series of web-based modules including narrated lectures, supporting documents, and quizzes. Since its launch, the program has seen extensive enrollments from extension professionals throughout the United States. Within Florida, the program has been offered at no cost to county extension agents, resulting in a large number of enrollments among this group.
A study was subsequently developed to examine the mastery of topics covered, improvements in individual self-efficacy in educational programming, and perceived value of the program. Descriptive analysis of quiz data evaluates the mastery of topics by the group under study and indicates areas where improved curriculum development is required. Post-completion survey data was analyzed for positive interactions in areas of self-efficacy in teaching and learning. Survey data was also used to provide an indication of whether participants found the training useful and if they were applying it to their practice. Finally, interview data from extension directors was collected and thematically coded to understand how supervisors see the impact of this professional development program. Findings of the study are evaluated with attention to what worked and areas for improvement.