For over 100 years, Cooperative Extension in the United States has used a consistently articulated program development model including program planning, design and implementation, and evaluation that involves stakeholders in the process. This issue of the Journal of Human Sciences and Extension examines the history and evolution of the program development model for successful Extension work and adaptations to that model that have emerged due to the changing educational context. This issue provides information on how elements of the model have changed over the last 100 years; delves into contemporary issues and challenges; and provides important analysis, implications, lessons learned, and applications for current and future success of Extension programs. In this article, we provide a definition of a program, the rationale for using a program development model in Extension work, the Extension Program Development Model, other program development models used by Extension professionals, and the changing context surrounding Extension work that impacts the Program Development Model (Nancy Franz [Iowa State University], Barry A. Garst & Ryan J. Gagnon [Clemson University]).
Definition of a Program
Extension professionals use the word program in a variety of ways to describe their efforts. They may call a meeting or single educational event a program (i.e., I am holding a pesticide safety program tonight), a series of educational opportunities a program (i.e., I am teaching a five-part program on financial management), or a comprehensive effort aimed at addressing a particular issue a program (i.e., I am working on a youth leadership development program). The definition of program used for describing the Extension Program Development Model in this special issue of the Journal of Human Sciences and Extension is “the product resulting from all activities in which a professional educator and learner are involved. For example, it would include need analysis, planning, instruction, promotion, evaluation, and reporting” (Boyle, 1981,
p. 5). Patrick Boyle, the originator of this definition, served as a Chancellor of the University of Wisconsin Extension and promoted this definition throughout the country for Extension and adult education. Seevers et al. (1997, 2007, 2012) used Boyle’s definition in their textbook on Cooperative Extension. When the term program is used in this issue of the Journal of Human Sciences and Extension, it describes a comprehensive approach to addressing an issue with education. It does not describe single Extension educational opportunities, one time projects, or a series of educational events.
Why Profess and Use a Program Development Model
The use of a particular program development model in Extension programming has been promoted for a variety of reasons. Buford, Bedeian, and Lindner (1995) suggest using a program development model to improve Extension program success, direction and purpose, program performance, and the Extension professional’s ability to cope with change. Forest, McKenna, and Donovan (1986) find using a program development model in Extension work results in the best use of fiscal resources, efficiently addresses client problems, helps Extension professionals respond to shifts in organizational direction, enhances accountability, and shows return on investment of public funds for public officials. Similarly, Boyle and Mulcahy (n.d.) indicate using a program development model enhances program relevance and allows for concentrated resources to be focused on the most serious, contemporary needs of a large number of people. This in turn shows value to relevant stakeholders, decision makers, the community, Extension, and the Extension professional. Baker (1984) and Forest and Baker (1994) believe a program development model helps Extension professionals address problems that are increasingly complex; better meet the rising educational levels of learners; compete with programs offered by other organizations; and improve program effectiveness, relevance, and efficiency. Seevers and Graham (2012) propose that using a program development model helps Extension professionals reach intended audiences, use time efficiently, and improve stakeholder buy-in and support for programs. The most comprehensive rationale for using an Extension program development model was articulated by Duttweiler (2012). He suggested use of the model creates (1) improved outcomes, (2) a focus on intended outcomes, (3) a basis for resource planning and management, (4) documentation of the educational process for understanding and accountability, (5) reflection and assessment for personal and organizational growth, (6) a framework for diagnosing disappointments, (7) a framework for replicating success, (8) a basis for Extension professionals to negotiate expectations, and (9) a way for Extension professionals to communicate impact.