The study reported here determined the barriers and effective educational strategies to develop Extension agents' professional competencies. This was a descriptive survey research conducted with a random sample of Extension agents. Increased workload and lack of time and funding were identified as the most constraining barriers of Extension agents acquiring competencies. Extension agents identified the face-to-face small group training workshop as the most effective educational delivery method for acquiring desired Extension competencies. This implies the need for using small group face-to-face training programs close to the work place as a viable alternative for achieving desired results.

A prospective, controlled, randomized, crossover design was used to examine a nutrition education curriculum's effects on knowledge and behavior of 463 limited-resource older adults in 13 counties. Counties were randomized to begin with the treatment or control curriculum and then the remaining curriculum. Participants completed a pre-test before beginning, a post-test at the completion of the first curriculum, and another post-test at the completion of the remaining curriculum. Significant results provide an evidence base for this intervention's effectiveness. The study reported here provides factors that can contribute to Extension outreach to limited-resource older adult audiences and to Extension scholarship.

In this era of accountability, Extension agents are expected to evaluate their programs for accountability. New Extension agents are not exempt from this expectation. If they lack evaluation capacity, this scenario can contribute to frustration and burnout. Therefore, it is paramount to explore new Extension agents' evaluation challenges and obstacles to find ways to help them build evaluation capacity. We used a modified Delphi study approach to identify and describe the most important challenges and obstacles faced by early-career Extension agents. The study panel demonstrated consensus on 26 program evaluation challenges and seven program evaluation obstacles. The findings may inform regional collaboration for evaluation competency building and promote meaningful discussions that move support beyond the status quo.

The purpose of this research study was to determine the challenges faced by early-career youth development extension educators and strategies helpful in managing those challenges. This study used the modified Delphi method of three rounds with a specifically selected expert panel of 24 members to build consensus on the challenges that early-career youth development extension educators faced and managing strategies of those challenges. The expert panel of this Delphi study was selected from two south-eastern states in the U.S. based on their proven success and effectiveness in youth development extension programming in their respective counties. The three-round Delphi study led to building the consensus on 16 challenges faced by early-career youth development extension educators and 14 strategies helpful in managing those challenges. The findings of this study have implications for planning onboarding training programs for early-career youth development extension educators. Future research is needed to understand how identified strategies contribute to managing early-career challenges faced by youth development extension educators.

New Extension educators experience a steep learning curve when attempting to develop effective Extension programs. Formative evaluation is helpful to new, and experienced, Extension educators in determining the changes necessary for making programs more effective. Formative evaluation is an essential part of program evaluation. However, its use has been overlooked by Extension educators due to overemphasis on outcomes evaluation for accountability. Extension educators must develop evaluation tools with questions appropriate for determining program weaknesses and strengths and identifying changes necessary for improvement. This article describes how to develop formative evaluation questions for program improvement.