Agricultural Education and Communication

Laura A. Warner, Michael D. Dukes, Nicholas W. Taylor, Diedre Irwin, andJames Harmon

A new 5-page UF/IFAS numbered publication of the Department of Agricultural Education and Communication. The information presented here is intended to inform water management district personnel, utility staff, public employees, and other educators and communicators who are charged with developing policies, promoting water use efficiency, and enforcing irrigation restrictions as a water conservation tool. Written by Laura A. Warner, Michael D. Dukes, Nicholas Taylor, Deirdre Irwin, and James Harmon.

Peyton N. Beattie andLinda M. Seals

UF/IFAS Extension agents are expected to have advisory committees to help advise, provide Extension program recommendations, and advocate for the mission of Extension when needed. This publication discusses the Community Capitals Framework as well as the stakeholder group representatives who could be invited to the committee based on various content or program areas. Written by Peyton N. Beattie and Linda Seals, and published by the UF/IFAS Department of Agricultural Education and Communication, April 2026.

Matt Benge

Volunteer organizations help communities in a variety of ways, and volunteers serve in various capacities relating to projects, goals, and tasks. With these varying roles, there are possible risks that volunteers, clients, and the organization can encounter. Risk management is a tool that many volunteer organizations and volunteer leaders should consider when thinking of the safety and protection of their organization and its volunteers. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication provides a brief guide to the risk management model. Written by Matt Benge.

Alicia Rihn, Laura A. Warner, Amy Fulcher, Susan Schexnayder, Anthony V. LeBude, Lloyd Nackley, Margarita Velandia, andJames Altland

This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication presents research assessing how nursery growers perceive automated and mechanized nursery technologies (ANTs) and determine how these perceptions relate to adoption. This information could guide the development of Extension programs that help nursery operations make informed decisions about ANT adoption and identify ANT characteristics that are positively correlated with ANT adoption. This document was designed for Extension professionals and other practitioners who serve nursery grower clientele across the United States, including companies developing and marketing ANTs to nursery operations. Written by Laura A. Warner, Alicia L. Rihn, Amy Fulcher, Susan Schexnayder, Anthony V. LeBude, Lloyd Nackley, Margarita Velandia, and James Altland.

Kathryn A. Stofer, Alissa V. Katsaras, Skye Dougan, and LaToya O’Neal

This first document in the Adult Vaccination in Florida series provides an overview of expert medical perspectives towards recommended vaccinations for adults in Florida as well as areas of recognized disparities. Written by Kathryn A. Stofer, Alissa V. Katsaras, Skye Dougan, and LaToya O’Neal, and published by the UF/IFAS Department of Agricultural Education and Communication, June 2024.

Lauri M. Baker andMatt Benge

This new 3-page article is the third publication in the Don't Fake It, Make It! series. Implementing a virtual conference or meeting can be a challenging task. Whether hiring staff or recruiting colleagues to assemble a team, it is necessary to ensure your team is built based on the specific competency needs for hosting a virtual conference or meeting. Written by Lauri M. Baker and Matt Benge, and published by the UF/IFAS Department of Agricultural Education and Communication.

Lisa Lundy, Jacqueline Aenlle, Ricky Telg, Tracy Irani, Angela B. Lindsey, Ashley McLeod-Morin, Michaela Kandzer, andPhilip S. Stokes

In the southeastern United States, many agricultural, vulnerable, and rural communities (AVRCs) must cope with natural disasters regularly. These natural disasters not only harm communities, crops, and livelihoods, but also can negatively impact the mental health of affected individuals, including those living in AVRCs. The purposes of this article are to (1) provide tips on identifying specific individuals who could qualify as community leaders and (2) provide details on how partnering with community leaders can be beneficial for mental health communication and outreach.

Ralph Easterly III, Debra M. Barry, Brian E. Myers, andEdward W. Osborne

An advisory council is an organized group of selected business representatives, community members, and school stakeholders who provide input in the planning, development, implementation and evaluation of a school-based agricultural education program. Recommendations and best practices are provided for implementing advisory councils. Written by R. G. Easterly III, D. M. Barry, B. E. Myers, and E. W. Osborne; published by the UF/IFAS Department of Agricultural Education and Communication; 7 pp.

Sadie Hundemer, Stephanie Stoutamire, andRock Aboujaoude, Jr.

This is the second publication of a two-part Ask IFAS series. This publication is intended for social science researchers analyzing data collected using the Conceptual Content Cognitive Mapping (3CM) method. This publication introduces readers to using Anthropac software to analyze data from a structured 3CM. Topics include uploading data to Anthropac, conducting consensus analysis, creating multidimensional scaling plots, and cluster analysis. Written by Sadie Hundemer, Stephanie Stoutamire, and Rock Aboujaoude, Jr., and published by the UF/IFAS Department of Agricultural Education and Communication, April 2026.

Ricky Telg

This publication about application letter and resume writing is the third of a four-part series on developing effective business communication practices. This series also covers business communication writing, proper telephone communication techniques, and personal statement writing.

Cecilia E. Suarez, John M. Diaz, and Laura E. Valencia

A UF/IFAS numbered peer reviewed Fact Sheet. Published by ==Special Handling==

Matthew Benge

Courtney T. Owens, Alexa J. Lamm, and Ricky W. Telg

Rigo Chaparro, Margaret Reaves, Carla B. Jagger, and J. C. Bunch

"Attribution theory is defined as the way that individuals envision the success or failure of their own behavior or the behavior of others. This 4-page fact sheet explains how instructors, whether formal or informal, can use this theory in their learning environment to enhance their learners’ knowledge and comprehension. Written by Eric D. Rubenstein and Andrew C. Thoron, and published by the UF Department of Agricultural Education and Communication, September 2014.

Laura A. Warner, Colby Silvert, John Diaz, Cody Gusto, andRachel E. Mallinger

Pollinator gardening has rapidly become recognized as an important component of conservation to combat the issues that have resulted from rapid urbanization. Residential yards can support pollinators and help to restore their habitats. Thus, an opportunity exists for Extension and other practitioners to encourage greater engagement in pollinator gardening. However, research has indicated unique perceived barriers exist among residents in homeowners’ associations (HOAs). By focusing on perceived barriers, Extension and other practitioners can encourage positive adoption changes among residents and HOA stakeholders. Findings in this article suggest many HOA dwellers are unsure whether they are permitted to engage in pollinator gardening, and they may perceive that this approach to landscaping is incompatible with neighborhood norms. These barriers must be addressed at the resident and HOA leadership levels  to help more people engage in gardening to support pollinators.

A. T. Ayodele andLaura A. Warner

This publication series provides science-based guidance for integrating integrated pest management (IPM) and biodiversity conservation in Florida’s ornamental and landscape horticultural systems from a human dimensions standpoint. As part 1 of a five-part manual, this introduction establishes why behavior change matters for IPM and biodiversity and lays the foundation for later sections that focus on behavior change techniques. Written by Adeyinka T. Ayodele and Laura A. Warner, and published by the UF/IFAS Department of Agricultural Education and Communication, July 2026.

Jacqueline Aenlle and Laura A. Sanagorski Warner

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: Urban Water

Kathryn A. Stofer

Grant writing has become an expectation for Extension faculty at the state and county level. However, aside from a few workshops provided by the university, new faculty may feel like they have few resources to help them sharpen their practices at applying for and securing grant funding. This publication is meant to support Extension professionals, especially at the county level, in building good grant development habits.

Debra M. Barry, Heather Nesbitt, and Heather McAuslane

This initial article in the Better Mentorship, Better Student Experience series provides faculty and students with a basic understanding of the potential benefits of mentoring and creating a support system. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Debra M. Barry, Heather Nesbitt, and Heather McAuslane

This third publication of the Better Mentorship, Better Student Experience series focuses on the experience of the mentee. This article aims to serve as a resource for mentees who are seeking tips and support as they work with their mentors in academia and beyond. This publication describes the role of the mentee and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, June 2024.

Debra M. Barry, Heather Nesbitt, and Heather McAuslane

This second publication of the Better Mentorship, Better Student Experience series is intended to serve as a resource for mentors who are seeking tips and support as they work with mentees in academia and beyond. This publication describes the role of the mentor and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Ricky Telg and Ashley McLeod-Morin

This publication on brochure and newsletter design is the fifth of a five-part series on document design. This series also covers the document design process, principles of document design, elements of document design, and graphic file formats.

Savannah Bailey andMegan S. Cantrell

Creating spaces that encourage self-awareness is essential for personal growth and for fostering a stronger, more effective team. This publication will explain how individuals can build a professional environment that facilitates self-awareness. These strategies can be used by a wide range of individuals, such as leaders and team members in the workplace, teachers in a classroom, and Extension professionals working with communities. Written by Savannah Bailey and Megan S. Cantrell, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2026.

Laura A. Warner, Sebastian Galindo-Gonzalez, and Michael S. Gutter

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Ricky Telg

A UF/IFAS numbered Fact Sheet.

Jessica Gouldthorpe O'Leary andGlenn D. Israel
Other Contacts: Sebastian Galindo

Shiala M. Naranjo andKathryn A. Stofer

Researchers, engineers, scientists, and program designers can use the information from this publication to engage better with farmers and to ensure programs and products from research are beneficial and easily adopted. This publication shares background on the importance of engagement and several high-level strategies for consideration as you approach engagement, especially for the first time, illustrated by the work of the IoT4Ag Center. Overall, the strategies center the farmer, addressing how to design engagement around audience needs, understand externalities, and determine shared values, highlighted by a case study of how engagement has gone wrong. Written by Shiala M. Naranjo and Kathryn A. Stofer, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2025.

Steven A. Gaul, Robert C. Hochmuth, Glenn D. Israel, and Danielle Treadwell

A UF/IFAS numbered Fact Sheet. Published by Farm Economics, entrepreneurship, and management

Anissa Zagonel, Lauri M. Baker, Jarred Shellhouse, Cheryl Boyer, Hikaru Peterson, and Aly Morrison

Social media is an important piece of Extension outreach efforts. Across many different platforms, photos or graphics accompanying social media posts have repeatedly yielded greater results, in terms of engagement and success. Thus, it is imperative to include a visual element with each social media post because it would be considered a missed opportunity without one. This publication explores the question of whether stock images are as effective as natural images. Facebook posts from the Center for Rural Enterprise Engagement (CREE) team were analyzed to determine differences in engagement rates for stock images and natural images taken by the CREE team. Results indicate natural photos had significantly higher engagement rates than stock photos. Thus, it is recommended that content creators strive to create and use their own photos for posts; although, in times of need, a stock photo can produce better engagement than no photo at all.

Nicole Patten, Ricky Telg, and Kevin Kent

This publication provides an overview of clickbait and its characteristics. The publication also discusses a few implications of clickbait use. Written by Nicole Patten, Ricky Telg, and Kevin Kent, and published by the UF/IFAS Department of Agricultural Education and Communication, March 2024.

Mallory L. Cotter andGlenn D. Israel
Other Contacts: Sebastian Galindo

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.

Glenn D. Israel andTiffany Henderson
Other Contacts: Sebastian Galindo

A UF/IFAS numbered peer reviewed Fact Sheet. Published by ==Special Handling==

Laura A. Warner

By identifying audience subgroups, cluster analysis (a quantitative technique) helps Extension agents tailor their education and communication programs to specific audiences. This publication falls under the Cluster Analysis for Extension and Other Behavior Change Practitioners series and discusses key information and terminology associated with cluster analysis. The publication thus builds upon “Cluster Analysis for Extension and Other Behavior Change Practitioners: Introduction,” which introduced cluster analysis as a technique for audience segmentation. This publication provides essential information for the publications which follow, “A Practical Example” and “Integrating the Results of Cluster Analysis into Meaningful Audience Engagement.”

Laura A. Warner

Helping people adopt behaviors to improve social, economic, and environmental conditions is central to Extension’s mission. This new publication describes cluster analysis, a quantitative technique that can be used to identify audience subgroups so that tailored education and communications can be designed, and conveys its value in supporting behavior change to help readers understand how this technique is applied and encourage others to consider using it. Written by Laura A. Warner; 5 pp.

John Diaz andYsabel Polanco

This is the third article in the Participatory Action Research (PAR) series that explores the co-design phase of PAR, where Extension professionals and community stakeholders collaboratively construct a research plan. Through a review of literature and examples from agricultural contexts, this publication offers practical strategies for fostering shared goals, clarifying roles, selecting relevant methodologies, and maintaining flexibility. Written by John Diaz and Ysabel Polanco, and published by the UF/IFAS Department of Agricultural Education and Communication, December 2025.

Sadie Hundemer and Shenara Ramadan

Meaningful engagement by the public in the water decisions that affect their lives requires basic scientific knowledge, such as where their water comes from, the factors that affect quality and availability, and the challenges that influence water supply. A 2020 study suggests that Florida and Georgia residents lack fundamental knowledge about their water resources, including regional water processes, including its challenges, and policies. This is the base information that would enable a person to competently participate in water discussions and make citizen-level voting decisions on topics related to the Floridan aquifer. The knowledge deficits identified in the study are areas on which water communicators can build the public’s water science comprehension and, thereby, support increased public engagement. The findings also suggest the level of water science complexity that the public is equipped to understand. 

Sadie Hundemer and Shenara Ramadan

It is not enough for the public to know the water science that affects their lives; it is also important that they believe it. People are more apt to use water science information if they accept it as true. Moreover, when water science is rejected, policy discourse can devolve into a debate over water facts instead of weighing alternative management strategies. A 2020 study suggests that belief in regional water science is influenced by political orientation. As a result, some individuals do not believe what they understand to be the consensus of water scientists on topics pertaining to the Floridan Aquifer. Equipped with this information, water communicators can take proactive steps, prior to a potential water policy introduction, to increase the likelihood that the public will accept water science.

Sadie Hundemer and Shenara Ramadan

When water policies are introduced, they may not be universally supported. One stakeholder group or political party may be “for” the policy and contend that the public should vote “yes.” They may argue that the policy is fair to the parties involved or that it shows loyalty to affected communities. These are moral arguments used to sway public support. An opposing stakeholder group or political party may also issue moral arguments “against” the policy. They may argue that the public should vote “no” because the policy is not fair or is disloyal to impacted communities. In competitive policy scenarios like these, at least two factors affect public support for the policy – moral arguments and the identities of the communicators. Understanding how each of these factors influences policy preferences is key to creating a communication that is conducive to broad public support. 

Sadie Hundemer and Shenara Ramadan

Local and regional news media often have a major impact on public awareness of and interest in water challenges. It is not simply what the media report that affects public perceptions, but also how they report it. A study of nine years of water reporting from six newspapers in the Floridan Aquifer region revealed a hierarchy of frames used to relate water conditions to human interests. The dominant reasons provided for readers to care about water conditions were economics, human health, and ecosystem impacts (in that order). Ecosystem impacts receive comparatively little journalistic attention, and this may have unintended effects. For example, public interest in water issues may not be as high as it would be if ecosystem impacts were robustly covered. Water news framing can also impact the objectives of water policy. If ecosystem impacts are not emphasized in the media, they may not be adequately attended to in governance.  

Sadie Hundemer and Shenara Ramadan

In the Floridan Aquifer region, agricultural producers (farmers and ranchers) and environmentalists are essential water stakeholders, yet they are often perceived to be in conflict over water management. This perceived conflict could be a major impediment to future water policy action. Recent research examined whether there are areas of agreement that could unite producers and environmentalists in support of mutually beneficial water management strategies. A 2017–2018 study found substantial similarities of water priorities between producers and environmentalists despite some areas of disagreement. Capitalizing on shared interests could provide water communicators with a strong basis for developing partnerships and addressing areas of dispute. 

Sadie Hundemer and Shenara Ramadan

If we could look into the minds of agricultural producers and environmentalists to see how they think about regional water challenges, we may be better able to help stakeholders understand each other’s perspectives and resolve perceived conflicts. A 2017–2018 study provides visual maps of producers’ and environmentalists’ conceptions of the relationship between water and the regional economy. The maps reveal that the groups think about the topic in fundamentally different ways. While surveyed producers possess an agricultural, operational-level view of the water-economic system that includes the protective actions taken by individual farmers and ranchers, environmentalists possess a watershed-level view of the water-economic system that highlights the detrimental collective impacts of the agricultural industry as a whole. The findings suggest steps that water communicators can take to reduce perceived conflict between the groups.

Alexa J. Lamm, Phillip Thomas Stokes, and Caroline G. Roper

This EDIS publication will provide an overview of how to communicate with Florida residents about water, including information about their preferred communication method and what topics surrounding water Florida residents find of interest. This publication will better equip Extension faculty to discuss water quantity and quality issues with Florida residents.

Ricky W. Telg, Shelli Rampold, and Becky Raulerson

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: Citizen awareness of food systems and the environment

Alane Humrich, Lee Hayes Byron, Lesly Jerome, Jennison Kipp, Marianne Schmink, Kimberly Davis, andPaul Monaghan

This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication is part of a series showing how Extension agents, community activists and sustainability educators can implement a program that reduces energy use and saves money on utility expenses for low-income households. This document outlines the basic steps a team would need to complete in order to have an effective energy tune-up/audit program that is based on community needs and input. It uses programs in Alachua and Sarasota Counties to provide examples of two different approaches to achieving the same goals.

Raychel Thomas, Jana Caracciolo, Catherine Campbell, John Diaz, y Valeria Caicedo Zapata

Esta publicación de EDIS está diseñada para proporcionar un resumen preciso y actual de la Ley Greenbelt de Florida. Esta publicación se distribuye con el entendimiento de que los autores no se dedican a prestar asesoramiento legal u otro asesoramiento profesional, y la información contenida en este documento no debe considerarse como un sustituto del asesoramiento profesional. Este documento es el FCS3358-Span, uno de una serie del Departmento de Familia, Juventud y Ciencias Comunitarias, UF/IFAS Extensión. Publicación original de agosto del 2023.

Pablo Lamino andJohn Diaz

La primera publicación de la serie Competencias Interculturales proporciona información y recomendaciones valiosas para involucrar a un público diverso mediante la comprensión y la aplicación de estilos de comunicación cultural de alto y bajo contexto. Este documento es AEC813-Span, una publicación del Department of Agricultural Education and Communication, UF/IFAS Extension. Publicación original de enero 2026.

Ricky Telg andLisa Lundy

This publication on interviews for news stories is the fifth of a five-part series on news media writing. This series also covers an introduction to news media writing, news writing for print, grammar and punctuation, and news writing for television and radio. Minor revision by Ricky Telg and Lisa Lundy and published by the UF/IFAS Department of Agricultural Education and Communication. 3pp.

Carrie N. Baker, Matthew Gold, Sarah A. Bush, Laura L. Greenhaw, and Rachel Biderman

This publication outlines tips and strategies for team leaders running meetings. Written by Carrie N. Baker, Matthew Gold, Sarah A. Bush, Laura L. Greenhaw, and Rachel Biderman, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2024.

Matt Benge, Amy Harder, andLaura A. Warner

Laura A. Warner andAmy Harder

Provides an overview of using the Delphi technique to conduct a needs assessment.

Amy Harder
Other Contacts: Matt Benge

This publication in the Conducting the Needs Assessment series provides Extension educators and other service providers with an introduction to two techniques that can easily be used when seeking information about relationships between causes and needs: fishboning and cause and consequence analysis.

Matt Benge andLaura A. Warner

Matt Benge

A UF/IFAS numbered peer reviewed Fact Sheet. Published by ==Special Handling==

Laura Warner and Matt Benge

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Savanna Turner andMatt Benge

This new 5-page publication is the fifth in the Conducting the Needs Assessment series. The preassessment phase, also known as the exploration phase, of conducting a needs assessment includes defining the purpose, identifying existing information, and determining the appropriate methods to conducting the needs assessment. Extension professionals and service providers should complete the preassessment phase prior to conducting the actual needs assessment. Written by Savanna Turner and Matt Benge.

Matt Benge andSavanna Turner

This is the sixth publication in the Conducting the Needs Assessment series. The assessment phase puts the management plan from the pre-assessment into action to determine the needs of your community. The assessment phase compares the “what is” of the issues to the vision of the “what should be” to understand the magnitude of the needs and their causes (Witkin & Altschuld, 1995).

Matt Benge

This is the seventh publication in the Conducting the Needs Assessment series. The post-assessment phase, also known as the utilization phase, of conducting a needs assessment includes setting priorities to make informed decisions, creating and considering solutions, communicating results to appropriate audiences, and evaluating the needs assessment used. Extension professionals and service providers should complete the pre-assessment and assessment phases before making recommendations and considering solutions to resolve the identified needs. Written by Matt Benge, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2025.

Olivia Caillouet and Amy Harder

This eighth publication in the Conducting the Needs Assessment series provides Extension professionals and other service providers with directions for how to use the Borich model to collect data about the training needs of a target audience and how to use that data to improve programming. Written by Olivia Caillouet and Amy Harder; published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

Mary Bammer, Matt Benge, andLaura A. Warner

This ninth publication in the Conducting the Needs Assessment series provides an overview of using the nominal group technique (NGT) to conduct a needs assessment. This document defines the scenarios in which the NGT is suitable, describes the steps involved in conducting the NGT, and provides examples of the use of this technique in Extension. Written by Mary Bammer, Matt Benge, and Laura Warner, and published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

John Diaz, Erica Odera, andLaura A. Warner

A UF/IFAS numbered peer reviewed Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Amanda D. Ali, Laura A. Warner, Sydney Park Brown, Susan Haddock, Laurie Albrecht

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Heather R. Nesbitt andDebra M. Barry

This initial article in the Best Practices for Mentoring series provides SBAE cooperating teachers with a basic understanding of their role as cooperating teachers and mentors, as well as introduces the three major areas of focus for these best practices. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 4 pp.

Heather R. Nesbitt andDebra M. Barry

Social support is most often considered the care of the student teacher’s problems. This publication will break down the major areas of social support and provide real-world examples of how to implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.

Heather R. Nesbitt andDebra M. Barry

This publication series serves to guide cooperating teachers and those who support cooperating teachers in becoming effective mentors. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication will break down the major areas of professional support and provide real-world examples of how cooperating teachers can implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry.

Heather R. Nesbitt andDebra M. Barry

This fourth publication of the Cooperating Teachers’ Best Practices for Mentoring series focuses on role modeling. Role modeling is achieved by the cooperating teacher positively modeling all aspects of teaching. This can be accomplished through demonstrating teaching methods, explaining classroom management techniques, and modeling effective communication. Through observation, the student teacher decides what and how they will implement or not implement as an educator in their own classroom. Written by Heather R. Nesbitt and Debra M. Barry and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.

Heather R. Nesbitt and Debra M. Barry

This final article in the Best Practices for Mentoring series provides school-based agricultural education programs (SBAE) university faculty and others who serve as program coordinators of the student teaching internship experience with a step-by-step guideline on implementing a cooperating teacher preparation and support program. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2025.

Kathryn A. Stofer

Becoming informed about an issue does not happen overnight. This publication shares strategies for identifying sources, building habits, and becoming more confident in your knowledge on various current topics. Written by Kathryn A. Stofer, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2024.

Aubrey L. Stoughton andBrian E. Myers

Rubrics are tools created to help assess student performance in a more reliable, objective, and consistent manner. Rubrics are particularly helpful in situations where there is not always a right or a wrong way or where grading can become subjective. A rubric establishes guidelines and point values to help students understand what to expect and also helps the instructor remain consistent throughout the grading process.

Matt Benge and Amy Harder

John Diaz, Cecilia Suarez, and Laura Valencia

As the needs of Extension clientele continue to evolve, it is important for Extension educators to consider new approaches to effectively support the communities they serve. The purpose of this article is to provide a framework for effectively engaging a broad range of audiences to support their achievement of desired learning outcomes in Extension education programs.

Amy Harder andSavanna Turner
Other Contacts: Matt Benge

This new 3-page document provides UF/IFAS Extension faculty serving as formal mentors with information about the three primary functions of a mentor and guidance on how to perform those functions using a mentor calendar. Written by Amy Harder and Savanna Turner and published by the UF/IFAS Department of Agricultural Education and Communication.

Ralph Easterly III

Reflection is critical because it helps the learner encode their new knowledge, helping them tie what they experienced in class with what they already know and believe. This article aims to provide a few strategies to help guide reflection. These strategies can be used to inform teaching in the formal classroom, Extension programming, and non-formal teaching. Written by R. G. (Tre) Easterly III and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Amy Harder
Other Contacts: Matt Benge

Provides a step-by-step approach for sorting and prioritizing community needs for Extension programming.

Glenn D. Israel
Other Contacts: Sebastian Galindo

Perhaps the most frequently asked question concerning sampling is "What size sample do I need?" The answer to this question is influenced by a number of factors, including the purpose of the study, population size, the risk of selecting a "bad" sample, and the allowable sampling error. This paper reviews criteria for specifying a sample size and presents several strategies for determining the sample size.

Jonathan M. Orsini, Matthew P. Benge, and Hannah S. Carter

John Diaz, Cody Gusto, and David Diehl

John M. Diaz, Susan Tyler Webb, and Erin Elsberry

Increasingly, gardeners receive attention for the educational, environmental, health, and social impacts that their projects facilitate within schools and communities. Garden associations allow Extension to play a vital role in providing technical information to support new and existing gardens. This fact sheet outlines the framework used by a pilot garden association program in Polk County, Florida.

Ricky Telg andLisa Lundy

This publication provides an overview of how to develop effective media relations for your county program. Minor revision by Ricky Telg and Lisa Lundy. Published by the UF/IFAS Department of Agricultural Education and Communication; 5 pp.

Lesly Jerome, Paul Monaghan, Sarah Blucher, Marianne Schmink, Alane Humrich, Jennison Kipp, andWendell A. Porter

A UF/IFAS numbered peer reviewed Fact Sheet for Academic audience(s). Published by ==Special Handling==

Stephanie Cadaval, Michael G. Andreu, Ryan Klein, Andrew Koeser, andPaul Monaghan

This publication is for Extension agents and the stakeholders they partner with in urban forestry, parks and recreation, and urban greening and urban tree management roles in cities or municipalities. This publication can also help communities working with these actors to better understand the collaborative and iterative process of developing Extension tree stewardship programs. Written by Stephanie Cadaval, Michael Andreu, Ryan Klein, Andrew Koeser, and Paul Monaghan, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2025.

Ricky Telg, Laura M. Fischer, Kevin Kent, and Tracy Irani

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Courtney Owens, Alexa Lamm, andRicky Telg

A UF/IFAS numbered Fact Sheet. Published by Urban Water

Dharmendra Kalauni, Laura A. Warner, Lisa Krimsky, Shelli Rampold, andSravani Pasula

Water quality impaired by excess nutrients has been linked to negative effects on human health, the environment, and the economy. Residential septic systems (i.e., onsite sewage treatment) contribute to these excess nutrients. Conversion from a septic system to a sewer system (hereafter referred to as S2S) is one way to mitigate pollution from excess nutrients. There are voluntary and mandatory S2S conversion programs throughout and beyond Florida. While there are multiple benefits of making such a change, S2S conversion is a complex and costly process. This document was developed to aid environmental management professionals, policymakers, and communication and education professionals (e.g., Extension agents) in understanding residents’ perceptions pertaining to S2S conversion. More details on the study presented in this document are available at: https://doi.org/10.1016/j.jenvman.2022.115651.

Ricky Telg

This EDIS publication, focusing on the basics of digital photography and photographic editing, is the first of a three-part series on taking good digital photos for your local Extension program. This series includes publications on the basics of digital photography and editing as well as photo composition.

Ricky Telg

Ricky Telg and Ashley McLeod-Morin

Jarred Shellhouse andLauri M. Baker

Up to this point, the series has focused largely on the process a host should go through before launching a virtual event. This publication shifts the focus from virtual host to virtual participant to allow attendees of the virtual event to get the most out of the experience. While the spotlight is on attending virtual conferences in particular, the suggestions below can translate to other virtual meeting spaces.

Lauri M. Baker, Matt Benge, Anissa Zagonel, Jarred Shellhouse, Cheryl R. Boyer, andPhilip S. Stokes

Our ways of working, meeting, and networking have become more virtual than ever before. This series dives into the preparation needed to host a successful virtual experience, as well as steps participants can take to get the most benefit from a virtual conference or meeting. This series will also help hosts understand the value of online conferences and meetings and demonstrate how to create engagement in an online format.

Jarred Shellhouse, Lauri M. Baker, Anissa Zagonel, Philip S. Stokes, andCheryl R. Boyer

The “Don’t Fake it, Make it!” series assists virtual conference and meeting hosts in creating an engaging program to benefit their participants. This new 6-page publication of the UF/IFAS Department of Agricultural Education and Communication gives an overview of common features hosts look for in virtual conference software platforms before committing to one. Written by Jarred A. Shellhouse, Lauri M. Baker, Anissa Zagonel, Phillip Stokes, and Cheryl R. Boyer.

A. T. Ayodele, Dipendra Aryal, Oluwatosin A. Asemokhai, andLaura A. Warner

This publication shares the results of recent research that explored how Florida residents adhered to residential irrigation restrictions by identifying groups of individuals who shared similar compliance behaviors further distinguished by demographic, geographic, psychographic, and behavioral factors such as age, income, education, regional water availability, environmental attitudes, social norms, and convenience or skepticism tendencies. Insights from the research summarized in this publication can also guide the development of programs and policies in other regions facing similar challenges with water scarcity and residential irrigation management. Written by Adeyinka T. Ayodele, Dipendra Aryal, Oluwatosin A. Asemokhai, and Laura A. Warner, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2026.

Kathryn A. Stofer

This document outlines, compares, and contrasts methods that Extension professionals can use with their stakeholders to achieve these goals, including ways to turn traditional one-strategy program formats into programs incorporating multiple facilitation strategies.

John M. Diaz

Brian Myers and Linda Jones

Glenn D. Israel

A UF/IFAS numbered Fact Sheet. This document explains how to analyze Extension program impacts using multivariate statistical techniques. It outlines phases of data analysis, including identifying data errors, assessing changes in impact indicators, and examining relationships between program participation and outcomes. The paper emphasizes the role of contextual variables in clarifying or distorting program effects and introduces concepts such as spurious, conditional, distorter, and suppressor relationships. By incorporating these variables, evaluators can avoid misleading conclusions and improve the validity of their findings. Publication date: September 1992.

Ricky Telg andAshley McLeod-Morin

This publication on the elements document design is the third of a five-part series on document design. This series also covers the document design process, principles of document design, graphic file formats, and brochure and newsletter design. Updates previous version: Telg, Ricky. 2012. “Elements of Document Design”. EDIS 2012 (7). https://journals.flvc.org/edis/article/view/119920.

Kathryn A. Stofer, Laura A. Warner, andSteven P. Arthurs

A UF/IFAS numbered Fact Sheet. in support of UF/IFAS Extension program: ==Special Handling==

Laura A. Warner, Dharmendra Kalauni, John M. Diaz, Emily Marois, Adam Dale, and Jaret Daniels

This publication explains Florida residents’ current involvement in requesting wildlife-friendly landscape maintenance (WFLM) and the perceived barriers and motivators associated with this behavior using the concept of stages of change. Written by Laura A. Warner, Dharmendra Kalauni, John M. Diaz, Emily Marois, Adam Dale, and Jaret Daniels, and published by the UF/IFAS Department of Agricultural Education and Communication, April 2024.

Caroline G. Roper and Alexa J. Lamm

Pei-wen Huang and Alexa J. Lamm

Taylor Nash andMegan S. Cantrell

The explosion of virtual training and education has created opportunities for interactions far beyond what is available in a face-to-face environment. However, easier access to individuals comes with unforeseen challenges in creating an environment that fosters genuine engagement. This new publication includes engagement strategies for the Extension environment as well as the virtual classroom of traditional education. Written by Taylor Nash and Megan Cantrell; 3 pp.