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Amy Fulcher, Juang-Horng (JC) Chong, Sarah A. White, Joseph C. Neal, Jean L. Williams-Woodward, Craig R. Adkins, S. Kristine Braman, Matthew R. Chappell, Jeffrey F. Derr, Winston C. Dunwell, Steven D. Frank, Stanton A. Gill, Frank A. Hale, William E. Klingeman, Anthony V. LeBude, Karen Rane, and Alan S. Windham

= public relations). App development responsibilities will likely take precedence over traditional extension programming, research, or publishing, so developing an app may not be an ideal pursuit at all career stages. The professional “return on investment

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Heidi A. Kratsch, Ruby Ward, Margaret Shao, and Larry A. Rupp

programming needs of industry professionals, and their perspectives on the future of the industry. Garber (1992) used informal needs assessment, followed by development of a “distribution channel map,” to determine complex industry relationships and to

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Arthur Villordon

online learning experience. A prerequisite for the application of big data concepts and analytics to current online learning systems is the development of a well-planned online learning platform. In particular, asynchronous learning platforms can require

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Amy Fulcher, Sarah A. White, Juang-Horng (JC) Chong, Joseph C. Neal, Jean L. Williams-Woodward, Craig R. Adkins, S. Kristine Braman, Matthew R. Chappell, Jeffrey F. Derr, Winston C. Dunwell, Steven D. Frank, Stanton A. Gill, Frank A. Hale, William E. Klingeman, Anthony V. LeBude, Karen Rane, and Alan S. Windham

As the use of smartphones by farmers increases ( Walter et al., 2011 ), apps are becoming a mainstream method for extension professionals to provide information to agriculture clientele. Many agricultural producers, Cooperative Extension Service

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John D. Lea-Cox, Cindy Zhao, David S. Ross, Theodore E. Bilderback, J. Roger Harris, Susan D. Day, Chuanxue Hong, Thomas H. Yeager, Richard C. Beeson Jr, William L. Bauerle, Andrew G. Ristvey, Mary Lorscheider, Sarah Dickinson, and John M. Ruter

terms of increasing resource use efficiency and the implementation of BMP's. Thus, our primary development objective was to increase the quality of professional knowledge on these issues. Although each learning module has specific learner objectives

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Cynthia Haynes, Ann Marie VanDerZanden, and Jeffery K. Iles

, sources of other revenue, inventory, factors that impact business success, future expectations, and participation in professional development opportunities. The questionnaire consisted of 18 closed-ended and 20 open-ended questions. The closed

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Ashby Leavell

, straightforward advice relating to tree collections for a range of readers from the backyard hobbyist to the public horticulture professional. There are few, if any, other manuals on this subject currently in print. Toomer sets the stage by outlining events

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S. Christopher Marble, Amy Fulcher, and Richard Karel

continuing education programs have proven to be an effective way to reach green-industry professionals ( VanDerZanden, 2013a , 2013b ). Online classes can either be synchronous or asynchronous. Synchronous classes are live webinars delivered in real time and

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Elizabeth T. Barton, Emily A. Barton, Susan Barton, Cheryl R. Boyer, Jim Brosnan, Paul Hill, Jared Hoyle, Judson Reid, Jamie Seger, and Eric Stafne

learner populations ( Rapetti and Cantoni, 2010 ), extension professionals can make a concerted effort to understand their target populations through informal feedback loops and formal surveys. Once the learner is identified and understood, learning goals

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Garry V. McDonald and Wayne A. Mackay

( Krathwohl, 2002 ). SLOs create expectations for students and have been proved to aid in student choice of a college major. SLOs also provide a road map for curriculum development or, in many cases, redevelopment ( Association of American Colleges and