Table Of Content

We used cue cards when, as a team, we visited in use of volunteer teachers from the group to the eight states with Extension agents who'd developed group’s kinship patterns and values. programs with ethnically oriented groups. We wanted to ¢ Physically sitting beside the interviewee and display- understand relationships the faculty had discovered ing the written notes enhanced mutual ownership of between the characteristics of constituency groups and the unfolding “story.” the qualities of successful Extension programs. Readings e As the discussion evolved, we often returned to had suggested some key ideas for both. earlier cards and added notes. Literally, the discus- Accordingly, we typed key words boldly, each on a sion “went in circles’—but with ever greater depth. 4” x 6” card, and left room to write notes. We color-coded e We used blank cards to record new ideas. For and clustered the cards in two groups, constituents (local example, in addition to the program card, one agent audience, issues, social organization, decision making, suggested we add a new subject-matter card to and learning style) and program qualities (program, feature the-EFNEP aides’ new responsibilities in Extension colleagues, other colleagues, other supports). “housing.” This differentiation showed how the Sitting on the same side of a table as the respon- “EFNEP model” had been adapted to new curricula dent, the interviewer “dealt” the cards one at a time. for a new audience. Each card triggered an open-ended question: With what e Interviews involved from one to five respondents at a ethnic group did you plan programs? What personal time. Discussing similar experiences often sparked characteristics did you discover were important? What new connections and relationships. issues were important to them? What social relationships e Though the cards may have been introduced in a were crucial? How did they tend to make decisions about particular sequence, we could have started at most these issues? How did they learn information needed to any “node” among the clusters of questions. For make these decisions? And for program qualities: What example, we could focus first on program and then educational programs did you offer? What colleagues its adaptation to an ethnic culture. worked with you? What administrative supports did you Our use of cue cards as an interview guide helped us draw on? What helped you prepare to invent new understand complex relationships Extension faculty had programs? As Extension agents responded, we wrote discovered. These relationships, in turn, are becoming a key phrases on the appropriate cards. Once relationships part of Extension in Washington State. became clearer, we rearranged the cards spatially and We believe Extension faculty can adapt this reflec- wrote additional ideas. tive, holistic, systemic approach to interviewing and This cue card technique enabled us to better under- learning, to better understand complex relationships stand relationships important to Extension agents: discovered by customers—farmers who have tackled a ¢ The bold key words helped us focus together on systems approach to management, families who have each element of a larger question. The space visible harmonized economic realities and family goals, between the cards prompted the search for associa- businessowners who have completed strategic planning, tions among the elements. For instance, a “clan” groups that have defined complementary roles for social organization was related to patterns of deci- community development. sion making, which, in turn, influenced the agent’s We invite readers to correspond about our experi- definition of a primary and an intermediate audience ences here and about related assessment techniques. and the methods employed to reach each audience. Footnote Those relationships helped us associate the agent’s 1. Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Doubleday, 1990). Contents of Volume XXXI Computer Technologies in Extension Computer Awareness Among Limited- Findlay, Henry J. Spring Resource Farmers Morris, Carlton E. Oben, Mercy Zabawa, Robert Integrated Farm Planning: Harper, Jayson K. Winter Environment and Economics Norris, Patricia E. Environmental Education Consumers’ Impact on Environmental Marketing Cude, Brenda J. Spring Groundwater Protection TV Campaign ‘ Mechenich, Chris Summer Improving Small Community Wastewater Treatment Mancl, Karen Winter Participatory Learning in Natural Decker, Daniel J. Spring Resource Education Green, David M. Mills, Edward L. Pesticide Facts and Perceptions Whitford, Fred Spring Public Forest Stewardship Ethic Finley, James C. Jones, Stephen B. 38 Journal of Extension: Winter 1993 We used cue cards when, as a team, we visited in use of volunteer teachers from the group to the eight states with Extension agents who'd developed group’s kinship patterns and values. programs with ethnically oriented groups. We wanted to ¢ Physically sitting beside the interviewee and display- understand relationships the faculty had discovered ing the written notes enhanced mutual ownership of between the characteristics of constituency groups and the unfolding “story.” the qualities of successful Extension programs. Readings e As the discussion evolved, we often returned to had suggested some key ideas for both. earlier cards and added notes. Literally, the discus- Accordingly, we typed key words boldly, each on a sion “went in circles’—but with ever greater depth. 4” x 6” card, and left room to write notes. We color-coded e We used blank cards to record new ideas. For and clustered the cards in two groups, constituents (local example, in addition to the program card, one agent audience, issues, social organization, decision making, suggested we add a new subject-matter card to and learning style) and program qualities (program, feature the-EFNEP aides’ new responsibilities in Extension colleagues, other colleagues, other supports). “housing.” This differentiation showed how the Sitting on the same side of a table as the respon- “EFNEP model” had been adapted to new curricula dent, the interviewer “dealt” the cards one at a time. for a new audience. Each card triggered an open-ended question: With what e Interviews involved from one to five respondents at a ethnic group did you plan programs? What personal time. Discussing similar experiences often sparked characteristics did you discover were important? What new connections and relationships. issues were important to them? What social relationships e Though the cards may have been introduced in a were crucial? How did they tend to make decisions about particular sequence, we could have started at most these issues? How did they learn information needed to any “node” among the clusters of questions. For make these decisions? And for program qualities: What example, we could focus first on program and then educational programs did you offer? What colleagues its adaptation to an ethnic culture. worked with you? What administrative supports did you Our use of cue cards as an interview guide helped us draw on? What helped you prepare to invent new understand complex relationships Extension faculty had programs? As Extension agents responded, we wrote discovered. These relationships, in turn, are becoming a key phrases on the appropriate cards. Once relationships part of Extension in Washington State. became clearer, we rearranged the cards spatially and We believe Extension faculty can adapt this reflec- wrote additional ideas. tive, holistic, systemic approach to interviewing and This cue card technique enabled us to better under- learning, to better understand complex relationships stand relationships important to Extension agents: discovered by customers—farmers who have tackled a ¢ The bold key words helped us focus together on systems approach to management, families who have each element of a larger question. The space visible harmonized economic realities and family goals, between the cards prompted the search for associa- businessowners who have completed strategic planning, tions among the elements. For instance, a “clan” groups that have defined complementary roles for social organization was related to patterns of deci- community development. sion making, which, in turn, influenced the agent’s We invite readers to correspond about our experi- definition of a primary and an intermediate audience ences here and about related assessment techniques. and the methods employed to reach each audience. Footnote Those relationships helped us associate the agent’s 1. Peter M. Senge, The Fifth Discipline: The Art and Practice of the Learning Organization (New York: Doubleday, 1990). Contents of Volume XXXI Computer Technologies in Extension Computer Awareness Among Limited- Findlay, Henry J. Spring Resource Farmers Morris, Carlton E. Oben, Mercy Zabawa, Robert Integrated Farm Planning: Harper, Jayson K. Winter Environment and Economics Norris, Patricia E. Environmental Education Consumers’ Impact on Environmental Marketing Cude, Brenda J. Spring Groundwater Protection TV Campaign ‘ Mechenich, Chris Summer Improving Small Community Wastewater Treatment Mancl, Karen Winter Participatory Learning in Natural Decker, Daniel J. Spring Resource Education Green, David M. Mills, Edward L. Pesticide Facts and Perceptions Whitford, Fred Spring Public Forest Stewardship Ethic Finley, James C. Jones, Stephen B. 38 Journal of Extension: Winter 1993 Rural Water Quality Database Lemley, Ann Fall Wagenet, Linda Volatile Environmental Programming Heimlich, Joe E. Spring Winkle, Ed Waste Management Education Mustian, R. David Spring Richardson, John G. Extension Organization and Program Development A Caring Extension Workplace Griffin, Charlie Spring Higgins, Randall Walker, Katey Wright, Kathy Beyond “Business as Usual” Jones, Lynn Summer Jost, Mark From Single County to Multicounty Furgason, Jack Fall Programming Units Jacobson, Connie Rockwell, S. Kay Schmidt, Dave Tooker, Lila Interdependence Models Bennett, Claude F. Summer Job Satisfaction in Extension Beus, Karen M. Summer Riggs, Kathleen Leadership Development in Extension Howell, Robert E. Spring Michael, John A. Paxson, M. Chris Wong, Siu Kwong Paradigms for Program Planning Patterson, Thomas F., Jr. Summer Performance Appraisal Davis, William L. Winter Verma, Satish Why Programs Aren't Implemented as Planned Sandmann, Lorilee R. Winter Extension Teaching Methods Action Research: A Pilot Program Action Research Shroyer, James P. Winter Sullins, William S. Bi-State Seminar for Artists and Crafters Chenoweth, Kathryn K. Summer Creating a Community Sounding Board Reedy, James Summer Rilla, Ellen Divorce Handbook—Tool for Decision Making Drake, Barbara H. Summer Educating Consumers About Universal Beitz, Bill Spring Design Brewer, Gwendolyn Kirby Sarah Empowering Volunteers to Conduct Burt, Larry Summer a Consumer Survey Rogers, Bill Extending Information Resources in Rural Areas Glazier, Jack D. Summer Pinkerton, James R. Gaining “Repeat Customers” for Extension O'Neill, Barbara M. Summer Parent Education Through Child Care Providers Weigel, Daniel J. Winter Reaching Native Americans Alves, Joyce L. Spring Responding to a Food Safety Crisis El-Begearmi, Mahmoud Winter Spencer, Melanie Returning to the Farm Bitney, Larry L. Summer Friesen, James Rood, Deborah Targeted Newsletter for Gardeners Kerrigan, Jack Fall Teachable Moment with Single-Concept Hermann, Janice R. Summer Cards Selk, Mary P. Teaching Parents at McDonald's Conone, Ruth Fall Kightlinger, Dariene Y. Syracuse, Cheryle Jones Trading Clubs Teach Commodity Marketing Jones, Eluned Winter Training for Quality Child Care ~ Boeckner, Linda Summer Hendricks, Patricia A. Steffens, Patricia E. University Coursework for Farmers Breece, Donald J. Fall Using Correspondence Study Thomson, Joan S. Fall Wheel-O-Risk: Farming for Peanuts Alderfer, Rich Fall Program Strategies and Impacts Agents’ Learning Preferences Rollins, Timothy J. Summer Yoder, Edgar P. Beyond the Expert Model of Helping Hughes, Robert, Jr. Fall Community Free Spaces Hustedde, Ronald J. Winter King, Betty S. Contrasting Viewpoints About Controversial Issues Goodwin, Jeff Fall Evaluating Issues Programming Baker, Fred Eugene Fall Verma, Satish Expert Panels in Participatory Education Christensen, Robert L. Winter Howell, John Miller, Alden Extension in Religious Communities Drake, Barbara H. Spring James, Randall E. 39 Journal of Extension: Winter 1993 Home-Based Work: Research to Furry, Marilyn M. Summer Support Extension Programs Radhakrishna, Rama B. How Do You Feel About Teaching Bowen, Cathy F. Fall Money Matters? Furry, Marilyn M. Radhakrishna, Rama B. Profile of Farm Technology Adopters Dietz, Elaine Brown Fall Rollins, Timothy J. The $11 Nutrition Challenge Grogan, Soneeta Summer Volunteer Management System Training Leidheiser, Dale A. Spring Youth Development Programs Adapting to Teen Culture Cox, Charles E. Spring Dietz, Elaine Brown Are Youth at Risk? Astroth, Kirk A. Fall Attracting Youth to Agriculture Russell, Earl B. Winter Involving Minority Youth in 4-H Bankston, Joanne Spring Cano, Jamie Juvenile Court Parenting Program Jackson, Beryl Jo Fall Juvenile Diversion Programs Clark, Richard W. Spring Cummings, Sue Optimizing the 4-H Exchange Roper, Truda Winter Overcoming Barriers to a Global Etling, Arlen Summer Cutlook in 4-H Reaman, Kimberly K. Sawi, Garen El Why Youth Drop Out of 4-H Reiser, Kenda M. Spring Ritchie, Robert M. Youth Participation Bennett, Melissa Beaver Spring Norland, Emmalou FORUM Averting the Tragedy: Children’s Farm Accidents Bird, David A. Winter Be Your Own Boss Buford, James A., Jr. Spring Community Festivals Can Educate Hustedde, Ronald J. Summer Double Standard for Youth Involvement Rennekamp, Roger A. Fall Extension Work by Contract: A Proposal Bartholomew, Henry W. Fall Rinehart, Susan Hodson Is Conservation an Endangered Philosophy? Mosley, Jeffrey C. Winter Organizing for Change Warner, Paul D. Summer Using and Teaching Critical Thinking Fulton, Rodney Spring Hamitton, Wendy V. When “Grassroots” Belief and “Research- Hansen, Gary L. Summer Based” Information Conflict Will Cooperative Extension Survive the ’90s? Graf, Kermit W. Winter INTERNATIONAL Assisting Poland in Transition McGirr, Michael J. Summer Ragland, John L. Teeter, Earl H. Attitudes Toward Internationalizing Ludwig, Barbara G. Summer China’s Extension Reform Yinghui, Yang Winter Gaining International Experience Through Rogers, Bill Spring Job Exchanges Impacts of Extension Privatization Rivera, William M. Fall Privatization Lessons for U.S. Bloome, Peter Spring Extension from New Zealand and Tasmania Women Farm Workers in Malaysia Ismail, Maimunah Winter TOOLS OF THE TRADE Cue Cards as an Interview Guide Long, Barbara D. Winter Long, James S. Focus Groups for Kids Archer, Thomas M. Spring The Coming World Order Etling, Arlen Spring The Unwriting Workshop Ketchum, Lynn Summer Patterson, Joyce TO THE POINT FEATURES Accepting the Challenge Bolen, Kenneth R. Winter Environment for Innovation and Professionalism Buchanan, Patricia J. Spring Expanding the Extension Horizon Carpenter, Zerle L. Winter Facing the Image Deficit King, Dave Fall Impact Through Cooperation and Technology Pirch, Ruth A. Spring I'm Supposed to Dance with the One Ladewig, Howard Summer That Brought Me It's Time to Tell the Extension Story Warner, Paul D. Fall Leadership for the Next Age Apps, Jerold W. Summer Linking Agriculture with the People Kelly, William C. Spring Public Policy Education: A Path to Political Boyle, Patrick G. Winter Support Mulcahy, Sheila M. Survival Depends on Reaching Influential Audiences Jenkins, David Fall Victims or Architects of Change? Leifeld, Chuck Spring Journal of Extension: Winter 1993