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What the heck is evidence-based extension?

February 26, 2010 By 1 Comment

Evidence-based this and evidence-based that: Every field seems to be talking about practices and programs that are evidence-based. The term is popping up everywhere, from medicine, to social work, to education, to physical therapy, to nursing. Where, you may well ask, does Cooperative Extension fit in? In an article appropriately titled: “Evidence-Based Extension,” in the Journal of Extension, Rachel Dunifon and colleagues explain it for you.

http://www.joe.org/joe/2004april/a2.php

The authors note that an evidence-based approach “entails a thorough scientific review of the research literature, the identification of the most effective interventions or strategies, and a commitment to translating the results into guidelines for practice.” Their point? That “extension can improve its use of research-based practice and also inform and advance the ongoing evidence-based work occurring in the scientific community. “

Filed Under: Cornell Cooperative Extension, Evidence-Based Living, The Learning Center, Youth Development Tagged With: , ,

Visit to NYC: Research Translation in Action

February 22, 2010 By 1 Comment

A team of us paid a site visit to the Cornell Cooperative Extension program in New York City (CCE-NYC) a couple of weeks ago, and it made for a remarkable day. CCE-NYC takes the model of extending research knowledge to citizens who can use it, implementing evidence-based programs in an urban setting (rather than the rural contexts many people associate with extension).

CCE hosted us in the Food & Finance High School, where they conduct several programs for young people. And there we had a very personal experience of research translation. We sat down for a lunch of broiled tilapia and fresh green salad. Then we took the elevator to another floor in the school — and saw where both were produced.

 

hydroponics

Philson Warner teaching hydroponics

Long-term CCE-NYC staff member Philson Warner has developed a special  Hydroponics Learning Model  curriculum to teach science and technology to students. They learn not only to grow edible edible crops — which were delicious, by the way — but also about fundamental scientific concepts. This model isn’t just applicable to schools — Warner has created a similar program at the Rikers Island prison.

Most suprising was to go through an unassuming door to a full scale fish-farming operation, with enormous tanks containing 4000 tilapia. Students learn the science and technology of raising fish; some are sold and other donated to  homeless shelters.

Among the other highlights was learning about  the major expansion of CCE-NYC nutrition education programs throughout the city’s neighborhoods, created through a partnership with the NYC Human Resources Administration. HRA is the agency charged with providing temporary help to individuals and families with social service and economic needs, helping them to achieve self-sufficiency. It adminsters the food stamp program — hence the connection to nutrition education. One exciting possibility is additional collaboration between Cornell and HRA, a potentially huge research opportunity, given that HRA serves more than 3 million New Yorkers through a wide array of programs and services. A very vigorous youth development program is also thriving in CCE-NYC.

Extensive information is available on the CCE-NYC web site. In all, an amazing portfolio of programs that transform research into practice.

Filed Under: Cornell Cooperative Extension, Evidence-Based Living

Translating Science Can Work – If You Have the Energy

January 19, 2010 By Leave a Comment

In an earlier post, I wrote about the problem of translating scientific information to the public. Somehow, we need compelling ways to help people see the value of research, and even to change their behavior based on scientific evidence.

After I posted that piece I came across a terrific example from Prof. Joe laquatra of exactly how that can be done – how we can engage youth and adults in a topic they might otherwise find boring.

Joe Laquatra and his colleagues from Cornell’s Design and Environmental Analysis Department wanted New York State citizens to change their residential energy use. They developed a set of activities and educational programs county Extension educators used to teach adults and youth about the practical aspects of energy efficiency. See the article here: http://www.joe.org/joe/2009december/a6.php

Partnering with the New York State Energy Research and Development Authority, Laquatra’s team came up with a fascinating array of programs to bring the science home to consumers and their families. Some of the ways they helped people learn about energy conservation were:

Energy Bikes. A stationary bicycle with a generator attached to the rear wheel has a panel with light bulbs, a hair dryer, a fan, and a small television.  Someone gets on the bike, and they can see firsthand how much energy it takes to power everything. Kids especially like it and learn about energy use by taking a ride.

Child riding energy bike

The energy bike in action

Grid-Tied Photovoltaic Display. Okay, I didn’t know what a “grid-tied photovoltaic display” was until I read the article. Now I know it’s basically a solar energy system, like the kinds that are installed in homes. It generates 600 watts of electricity. The educators exhibited this grid-tied solar electric display along with educational posters, handouts, and information for homeowners who install this kind of system. Thousands of people have seen it at county fairs, Earth Day events and the New York State Fair.

Energy Forums. Counties conducted energy forums that addressed residential energy efficiency, renewable energy efficiency, bio-fuels, and other areas. Interested citizens were able to actively engage the presenters.

Web Site. The project Web site <http://housing.cce.cornell.edu/nyserda/> provides a description of the program with links to resources for Extension educators and the general public.

So getting complex scientific information out to the general public not only can be done – it can be fun and exciting. As this article richly details, thousands of people have been reached by county educators with these and other activities, leading to home modificaton and substantial energy savings.

Filed Under: Cornell Cooperative Extension, Evidence-Based Living Tagged With: ,

Got 10 minutes? Brush up on your “research-readiness.”

January 18, 2010 By 2 Comments

Everyone knows it’s important to be “ready” to read and understand research reports, and to be able to evaluate research findings to use in their jobs. But how can we do a quick tone-up of our understanding about research evidence?

There’s an easy solution. Cornell Professor Rachel Dunifon (Department of Policy Analysis and Management) and Laura Colossi have prepared a set of “briefs” that take about 15 minutes each to read. They cover critically important basics of using and understanding research (geared to Cooperative Extension personnel but relevant to human service workers in any field), and are useful even to those of us who consider ourselves already “research ready.”

Here’s the site: http://www.parenting.cit.cornell.edu/research_briefs.html

Topics include:

How to Read A Research Article. This brief provides information on how to navigate through academic research articles, and also emphasizes the importance of staying up to date on the research in your chosen field of work.

Resources for Doing Web Research. This brief is designed to provide educators with the tools needed to conduct web based research effectively. Instructions on how to obtain scholarly research via the web are provided, in addition to links to longer resource guides on assessing the value of information on the web.

Designing an Effective Questionnaire. This research brief provides some basic ideas on how to best write a questionnaire and capture the information needed to assess program impact.

What’s the Difference? “Post then Pre” and “Pre then Post” This brief highlights the strengths and weaknesses of two popular evaluation designs, lists possible criteria to choose a design, as well as the importance of reducing threats to validity when conducting an evaluation.

Measuring Evaluation Results with Microsoft Excel. This brief illustrates one method for calculating mean scores among responses to evaluation instruments, and provides educators with a tutorial on how to perform basic functions using Microsoft Excel.

Happy reading – I think you will find these briefs very useful roadmaps in the sometimes confusing task of applying research findings to your work. Are there any other topics you’d like this kind of information on? If so, post a comment!

Filed Under: Cornell Cooperative Extension, Evidence-Based Living, The Learning Center Tagged With: ,
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