Stewards of Progress SDSU Extension
College of Agriculture & Biological Sciences South Dakota State University April 2011
Monday, April 11, 2011
From the Dean The South Dakota State University Cooperative Extension Service, known as SDSU Extension, is faced with unprecedented budget reductions. In January 2011, the Governor of South Dakota presented an amended budget that indicated a 10% reduction in the FY12 state general fund for all entities. In March, the South Dakota legislature approved this budget, which will go into effect on July 1, 2011. The 10% cut in state base funds eliminates $820,000 for SDSU Extension. This follows a cut of $200,000 in state general funds in each of the last two fiscal years. At the same time, a federal FY12 budget cut of $300,000 is proposed for SDSU Extension. Congress has committed to no earmark funding for the next two fiscal years. It is appropriate to assume that federal budgets will continue to be reduced in future years. The full impact of state cuts for the past two years to the SDSU Extension budget, and the current cuts to base funding from both the state and federal governments for the upcoming fiscal year, will create a structural deficit of approximately $1.3 to $1.4 million. Because the SDSU Extension budget is currently 95% people, this means that in the future, fewer people will be employed. For perspective, $1.4 million represents approximately 28 educators or 14 specialists. Cuts of this magnitude will not allow the traditional structure to function. This situation is made more complex by the integrated nature of a strong land-grant university. The College of Agriculture and Biological Sciences has three distinct missions of Academic Programs, the Agricultural Experiment Station, and the Cooperative Extension Service. They are treated as separate funding line items at both the federal and state level. But within the operation of the College, the lines are blurred. Many faculty members have responsibilities in each area and are paid from each line proportionally. The current budget situation presents an opportunity to closely evaluate SDSU Extension, and make adjustments to assure a highly effective and efficient system. Furthermore, it
“…a stronger, more effective Extension system will emerge.” provides the opportunity to fully integrate the role of Extension throughout the university. In January of 2011, I appointed an advisory committee to consider the impact of reduced budgets and offer a proposal to restructure the Cooperative Extension Service. The committee was asked to create structures and staffing patterns designed to allow a new SDSU Extension to successfully meet its future commitment for educational outreach. In the process of developing this strategic plan for SDSU Extension, the advisory committee studied how other land-grant institutions have responded and restructured their Cooperative Extension Services due to reduced budgets. One important lesson learned from other states is that reorganizations of this magnitude will, initially, be difficult. These difficulties range from the personal impact on current Extension staff, to the way that clients have previously expected to do business with Extension. Long-standing partnerships must be redesigned and strengthened. New educational models must be implemented. SDSU Extension infrastructure must be redirected to effectively utilize current and future technologies. Despite the challenges, a stronger, more effective system, positioned to serve the current and future needs of citizens, will emerge. Based on the committee’s recommendations, this report outlines the initiative that SDSU will pursue to restructure Extension services within the state. In moving forward, it is our intent for this process to be fully vetted with the SDSU administrative team including ABS department heads, South Dakota Board of Regents, Extension specialists and field specialists, staff and stakeholders as implementation takes place. Barry H. Dunn, ’75 South Dakota Corn Utilization Council Endowed Dean and Interim Extension Director College of Agriculture and Biological Sciences
Advisory Committee Process In January of 2011, the Dean of Agriculture and Biological Sciences, also serving as interim Extension Director, appointed an advisory committee to consider the impact of reduced budgets to the South Dakota Cooperative Extension Service and to create a plan for restructuring the state’s Extension staffing and programming for the future. The committee was charged with considering how Extension programs are created, structured and delivered, and asked to initiate a strategic planning process to evaluate how a restructured SDSU Extension can continue to meet the current and future needs of South Dakota in terms of its outreach mission. The plan developed by the advisory committee, accepted by the College’s and University’s administrative team, and outlined in this report, aims to eliminate the current structural deficit, generate appropriate funding during a time of declining state and federal appropriations, and allow a new SDSU Extension to successfully meet its continued mission of outreach.
This initiative seeks to refocus Extension efforts, strengthen the role of Extension field specialists as a statewide resource for South Dakotans, and integrate Extension outreach throughout the university. Ultimately, the higher education system is stronger if a strong Extension program brings the university to the people.
Specifically, the proposal for restructuring SDSU Extension is designed to: 1. Support the land-grant mission to provide educational programs that strengthen agriculture and natural resources, families and communities. 2. Create communities of learners that reflect current and future social trends. 3. Foster economic development opportunities for South Dakotans. 4. Identify future centers of strength within the Cooperative Extension Service that should receive targeted support and development, because effective marketing of future programs is essential. 5. Be sustainable, leading to a new model of funding that draws upon grants, gifts, and fees combined with state and federal support. As the strategic restructuring for SDSU Extension was developed, the advisory committee studied how other landgrant institutions have responded and reorganized their Cooperative Extension Services due to reduced budgets. Ten Extension systems in peer institutions were identified, with close attention given to neighboring states, and those with similar populations, geography and economies. These states included: Minnesota, Iowa, Nebraska, and Kansas. Ultimately, the recommendations in this report draw upon lessons learned in other states, but are designed to serve the unique needs of South Dakota.
2011 Cooperative Extension Service – Advisory Committee Members* Rebecca Bott Shawn Burke Gregg Carlson Alvaro Garcia Roger Gates Joanne Haase Joan Hegerfeld Baker Dick Nicolai Peter Nielson Rosie Nold Suzanne Stluka Steve Sutera Karla Trautman
Assistant Professor and Extension Equine Specialist West District Director Professor of Agronomy Extension Dairy Specialist Extension Range Specialist South District Director Program Leader and Extension Food Safety Specialist Extension Farm Machinery Specialist (retired) Assistant Director, 4-H North District Director Program Leader and EFNP/FNP Coordinator Extension Educator (retired) Program Leader and Extension Leadership Development Specialist
* Members of this committee represent a broad cross-section of county- and state-level Extension experience, as well as Extension experience from other states. Many have dedicated their entire careers to Extension outreach and programming efforts.
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Guiding Vision, Mission & Core Values As SDSU Extension considers how to effectively serve citizens in the future, it is important to note that social structures and opportunities have changed substantially since the organization was created in 1914. The most recent structural change to SDSU Extension was 13 years ago, before the Internet, mobile phones and social media formats such as Facebook were widely accessible and utilized. These technologies have created new, cost-effective opportunities for information and outreach delivery in the future. With this in mind, the restructuring provides an opportunity to re-establish SDSU Extension as the premier outreach link, which serves as the front door to higher education opportunities across South Dakota.
In guiding this initiative of change, SDSU Extension will adhere to the following vision, mission and core values: Vision
SDSU Extension is the indispensible outreach link to people growing South Dakota’s and the nation’s future by providing solutions and creating opportunities. We foster learning communities that empower citizens to advocate for sustainable change and strengthen agriculture, natural resources, youth, families and communities. Mission
“Growing South Dakota”
The Public Value of a Sustainable Extension System During a reorganization of this magnitude, the question must be asked, “What is the value of Extension?” Quite simply, Extension has been one of the key economic and social drivers that built and continues to strengthen rural America. It has brought the research and education from the state’s land-grant university to every citizen of the state. In many cases, the impacts of this effort are frequently taken for granted. The benefits of Extension programs reach beyond the immediate participants to the entire population. For example: • SDSU Extension programs have helped farmers and ranchers increase agricultural production and
profitability, pumping dollars into the state’s economy. As an example, SDSU Extension played a key role in the development of the national ethanol industry. In the last 40 years, this visionary project has resulted in the appreciation of land values and increases to the county tax bases, as well as to the personal income of farm families and the economic health of the State of South Dakota. • SDSU Extension nutrition programs help participants improve their diet and manage their weight. This
very personal impact of Extension has far-reaching implications on system-wide health care costs. Healthier food choices lead to a lower incidence of disease and illness, increasing the disposable income for families by reducing medical expenses and fewer days missed from school and work. It eventually leads to lower long term medical costs for families and society. • Youth who participate in 4-H programs are more likely to contribute to community vitality by participating
in local service projects. Extension programs develop a cadre of volunteers who contribute to communities as responsible citizens and willing public servants.
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Core Values
Several core values support the mission of SDSU Extension, and provide the foundation and principles for the organization. These include: • A defined public value • A learning community-focus • A prioritized effort • Access for all citizens • A setting that is inclusive, collaborative and
sustainable • A culture that embraces change
These core values will facilitate the development of a financially and programmatically sustainable, Extension system.
As examples, in the future through interaction with learning communities, and the subsequent success of those communities, Extension will define its public value. Additionally, SDSU Extension will prioritize efforts and eliminate mediocrity by focusing on market-driven, quality programs with lasting impact. There will be a commitment to utilizing proven teaching methods, supported by technology. These methods will be inclusive of diverse audiences with interests in agriculture, family, youth and communities. Collaborations that engage partners to maximize educational and financial resources will be actively sought. Partnerships will provide mutual benefit to the participants, the partners and the institution. Moreover, the environment nurtured by these core values will establish a highly credible place for staff to work, create, and grow.
Speaking at the 2011 Agricultural Outlook Forum in Washington, D.C., U.S. Secretary of Agriculture Tom Vilsack described the impact of Extension in this way: “As I travel around the world talking about American agriculture, the one thing that struck me is how jealous the rest of the world is about Extension, how they would love to have the capacity that we all have in this country and often, unfortunately, take for granted, the ability to reach out and gain very useful information and insights to improve productivity. For global supplies to keep pace with global demands originating in emerging markets and to mitigate price volatility, we have got to embrace proven technologies, and Extension can help us do that.” U.S. Secretary of Agriculture Tom Vilsack Keynote Address – February 24, 2011 With the passing of federal legislation to create land-grant universities, Agricultural Experiment Stations, and the Cooperative Extension Service, peer institutions have formally recognized the outreach role that Extension plays in the larger university. As SDSU Extension implements future restructuring to fully serve the people of South Dakota, it respectfully encourages the South Dakota Board of Regents to adopt Extension outreach as a formal part of its mission, further enhancing educational opportunities for citizens.
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Reorganization into Seven Regional Extension Centers Across South Dakota The most evident change to the strategic restructuring of SDSU Extension will be the reorganization into seven Regional Extension Centers. These centers will be located in: 1. Aberdeen 2. Faith 3. Mitchell 4. Pierre 5. Rapid City 6. Sioux Falls 7. Watertown These offices will serve as a public face of Extension, and will encompass office space for professional staff – including 4 to 12 Extension field specialists and 2 to 3 Extension specialists. The centers will have teaching space and meeting facilities, supported by communications technology. However, because Extension staff will have statewide responsibility, programming is not limited to the physical building. It will be expected that staff will deliver services in all parts of the state. Additional sites may be established if funded through grants or local support. SDSU Extension will also maintain three Federally Recognized Tribal Extension Program (FRTEP) offices, which are funded federally and not with state dollars. These three sites will also provide Extension resources to all people in the area, and are located at: 1. Eagle Butte 2. Mission 3. Porcupine The existing facilities at the SDSU Campus will augment this new network of seven Regional Extension Centers and the three FRTEP offices, and will serve as the administrative headquarters for SDSU Extension. To assure the continued presence of SDSU Extension, and specifically 4-H, at the county level, an Extension 4-H advisor position will be developed. County partners will be asked to commit their resources toward maintaining a smaller local office, administrative support, and a level of participation in the county 4-H program. Extension will write a new Memorandum of Understanding with all counties to reflect current support.
Eagle Butte
Aberdeen
Faith
Watertown Pierre
Brookings
Rapid City Porcupine
Mission
Mitchell Sioux Falls
Regional Extension Center Federally Recognized Tribal Extension Program Office SDSU Extension Administrative Headquarters South Dakota’s reorganization into Regional Extension Centers will continue to keep Extension accessible to stakeholders, as these centers will be within 90 miles of most citizens.
Benefits From New Structure
The strengths from this Regional Extension Center reorganization include: • Synergy for staff. The center is both a gathering center and a learning center. • Distribution of Extension resources across seven regions, while balancing budget restrictions. Placement closely reflects population, regional traffic for business, trade, health care, shopping, banking, etc. • Continued connection to rural areas by Extension. • Facilitation of the learning community concept among citizens.
In developing this strategic restructuring for SDSU Extension, consideration was given to selecting a model that: • lends itself to implementation of priority
programs and multidisciplinary efforts • will be accepted by people and elected leaders • encompasses the learning community concept • offers internal acceptability • provides for synergy of staff • meets budget constraints • is supportive of cost recovery • can embrace futuristic growth potential • offers acceptable cost of infrastructure • supports a sustainable ratio of staff to
operational dollars • allows for maximum flexibility • offers access of facility to people • maximizes number of delivery methods
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Implementing A New Staffing Model With the state and federal budget cuts of FY2012 in excess of 10% of the current budget, traditional Extension delivery is no longer financially feasible. A new staffing model will be implemented with a focus on the following five capstone program areas: Competitive Crop Systems, Competitive Livestock Systems, Youth and Community Leadership, Food and Family, Urban/ Rural Initiatives. State Extension specialists will continue to be housed, evaluated and administered within academic departments. Their primary role will be multidisciplinary program development, and they will serve as the link between the development of new knowledge and the application of knowledge by the people of South Dakota. With this restructuring, Extension specialists will have an appointment of 75% Extension and 25% Agricultural Experiment Station/research. This format will maximize the effectiveness of Extension specialist positions, with the research connection keeping Extension programs relevant and current. It is recognized that this may require a more gradual transition because of the adjustments required in the Agricultural Experiment Station and Academic Programs. In the future, it may be appropriate to reduce or redirect the number of specialist FTEs (Full Time Equivalent) as the expertise of Extension field specialists is increased. Extension FIELD SPECIALIST positions will be established, and will be located in the seven regional centers around the state (page 4) – they will have statewide programmatic responsibilities and will be expected to provide a higher level of educational services than have traditionally been delivered by Extension educators. Field specialists will be the primary point of contact with clients.
not currently hold a Master’s degree and may wish to serve as an Extension field specialist, current employees will be offered up to five years to achieve a Master’s degree in their respective discipline. EXTENSION 4-H Advisor positions will be created to assure the uninterrupted delivery of high-quality 4-H programs in all South Dakota counties. These positions will be responsible for carrying out core 4-H program activities, including coordination of Achievement Days and State Fair. All county 4-H programs will be required to continue to meet federal and state standards and guidelines. Extension 4-H advisors will have a have a bachelor’s degree in an appropriate field, with experience in supporting 4-H program delivery. SDSU Extension will support 1 FTE per county with more than 10,000 youth and .5 FTE per one or more counties with 2,500 youth. This reflects proven best practices for the ratio of youth to program support. Counties will be asked to partner with SDSU Extension and make a local investment in supporting 4-H programming with this new staffing model. Levels of county support may range from funding the other .5 of this FTE, to the formation of multi-county partnerships, or choosing no additional support. Presently, this restructuring establishes 34 half-time 4-H advisor positions (salary and benefits), potentially to be matched by county funds. This equates to a commitment of 17 FTEs from SDSU Extension. With assistance from SDSU Extension, counties will be asked to determine their preference for 4-H funding participation. (Details of the county youth population and options for 4-H support are included in Appendix A and B, pages 12-14.)
With this new model, Extension field specialists will be evaluated and administered within academic departments, providing a link to in-depth training, expertise and staff development.
As this new staffing model is implemented, it will require flexibility to fill expertise that SDSU Extension currently does not have. For example, the system should include capacity for expertise in: educational design, evaluation, and diversity. This addition of capacity will strengthen educator and specialist competencies leading to the development of effective learning communities.
Because highly credible staff are necessary to support the new programming model, Extension field specialists will be required to have a Master’s degree. Recognizing that some educators do
The chart below reflects the percentage of total FTEs allocated at state specialist, field specialist and 4-H advisor levels within each respective Extension capstone program area.
CAPSTONE PROGRAM AREAS
Competitive Crop Systems Competitive Livestock Systems Youth and Community Leadership Food and Family Urban/Rural Initiatives Proposed FTEs
SPECIALIST
FIELD SPECIALIST
4-H ADVISOR
Percent
FTE
Percent
FTE
Percent
FTE
25% 25% 12% 18% 20%
8.5 8.5 4.25 6.0 6.75
25% 25% 20% 20% 10%
16.0 16.0 13.0 13.0 7.0
100%
17
34
65
17
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New Extension Initiatives With the reorganization of SDSU Extension into seven regional centers across the state and the implementation of a new staffing model, the process for delivery of Extension programs will also evolve to meet the changing needs of South Dakotans. This will include: • Expanded development of learning communities throughout the state. • Greater emphasis on virtual integration for communication and education purposes. • Developing a sustainable Extension system through support from grants and cost recovery methods.
Renewed Focus on Learning Communities As the restructuring of SDSU Extension occurs, emphasis will be placed on developing learning communities throughout the state. A learning community is a group of people who share common values, and are actively engaged in learning together from each other. Quite simply, learning communities allow the university to better engage interested individuals and connect motivated learners with evidence-based experts. This is a particularly well-suited model for Extension because it recognizes the common motivation and capacity of each learner. A learning community has the capacity to exponentially expand educational outreach of the university, because learners have a sense of loyalty that drives their desire to achieve a common goal. Throughout the history of Extension, learning communities have emerged to reflect the citizen needs of the time. The Extension Homemaker Clubs in the 1940s and 1950s, the rural water development initiatives in the 1970s, and the Bootstraps program in the 1980s are examples of programs that have made a lasting impact on our state. Currently, SDSU Extension engages several successful learning communities, including the Horizons Community Development Program, the South Dakota Grassland Coalition, the Dakota Lakes Research Farm, and beefSD – a new program for beginning farmers and ranchers. Recognizing the success of the learning community model, SDSU Extension will place a greater emphasis on this educational format, with facilitation provided via Extension state and field specialist expertise along with collaborative partners. As a result, all future SDSU Extension programs will include the following elements: • A learning community-focus • Evidence-based programming • State and field specialist expertise • An approved business plan (See Appendix C, page 15) • A market-driven need • Measurable outcomes and impacts • An integrated technology component
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SDSU Extension will prioritize future efforts into the following five capstone program areas. • Competitive Crop Systems • Competitive Livestock Systems • Youth and Community Leadership • Food and Family • Urban/Rural Initiatives
Capstone programs are integrated, supporting over-arching goals that meet strategic objectives. The programs will foster economic development opportunities for South Dakotans, and will be programmatic centers of strength that will receive targeted support and development. Identified programs assure coordination of elements and resources. These programs are intended to evolve over time to reflect the needs of stakeholders.
• Internal and external partnerships • A “capstone” approach linking multiple disciplines • Recognition of diversity and/or underserved audiences • A product or process that can be duplicated or
reproduced. For example, a curriculum, a standard of practice for consulting, a budgeting or analytical tool, a podcast, an app, etc. • Identifiable content and organizational standards which assure quality control, such as appropriate use of logos, civil rights practices, etc. By adhering to these essential elements in implementing the land-grant mission, SDSU Extension will be better able to engage community partners in research opportunities, work with academic programs to provide students with outreach opportunities, and engage with learning communities. To that end, all SDSU Extension programs will be learner-driven, adaptable, and provide public access using current communications technology.
Emphasis on Virtual Integration SDSU Extension recognizes that face-to-face delivery as the primary teaching method is no longer financially practical, or socially required for many audiences. With this new restructuring initiative, SDSU Extension commits to the development of educational materials that are appropriate for delivery using current and emerging communication technology. In order for SDSU Extension to be the indispensible outreach link to the people, it is imperative that the web-based delivery system is 100%, functional, vibrant and globally competitive. It must always work, and must perform at the highest level of excellence. To accomplish this, an independent technical assessment will be conducted of current SDSU Internet products, and priority will be given to the immediate additional development of all appropriate Internet platforms, and social media tools, and associated programming.
Additionally, the developing iGrow teaching platform is the technological infrastructure that will be used by Extension for future electronic program delivery. iGrow will allow individual users to access Extension information, education and resources. State Extension specialists and field specialists will dedicate a minimum of 20% of their Extension FTE to preparing material for delivery via iGrow. The iGrow model, supported by the commitment of state and field specialists, will establish SDSU Extension as a center of excellence for virtual program delivery. While free access to the iGrow service will be available, certain components that provide more detailed analysis or assistance will be provided through a cost recovery basis. The iGrow educational product development and marketing process will be controlled through an administrative structure that prioritizes resources based on the business plans and other essential elements outlined in this report.
What’s Being Said About Extension? “If there is no Extension, or if Extension is no longer able to perform some of the hard, basic research, who will?” “One of the values of Extension is that it can find ways to look at broader systems, not just year to year results.” “When Congress created the Extension Service with the Smith-Lever Act of 1914, America was not yet the agricultural powerhouse it was to become. It was Extension’s job to transform farming from a culture based on tradition and trial and error to one based on science....but times have changed; populations have shifted. In 1914, about 31% of Americans were farmers. Today, 2% of the population provides food for the rest of us.” “If 2% of the population feeds the rest, we (Extension) have to show that we are still relevant to the larger population.” As quoted in the March 2011 issue of The Progressive Farmer magazine “Extension must change to survive. Make the hard changes and make them so they benefit the youth. With the budget cuts schools are seeing as well, we need to find ways that Extension and 4-H can fill those gaps and provide educational and leadership opportunities.” “The Cooperative Extension Service needs to surround itself with meaningful programs and qualified people to deliver this information to the people in our state.” “SDSU Extension plays a major role in South Dakota. Virtually on a daily basis, I rely on information which I have obtained through Extension and/or my local Extension educator.” “Some people build bridges and come back sometime in their life to admire what they did. Some people build roads and buildings, again to come back some day and admire what they did. Others [like Extension] build communities.” Comments about SDSU Extension sent to the Dean from March 2011 anonymous online survey
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Developing a Sustainable Extension System The over-arching goal of this strategic restructuring initiative to SDSU Extension is to develop a sustainable, selfsupporting Extension system. For the future, this means state and federal support must be augmented by private support. Just as universities have grown from being state-supported to state-assisted, so too must Extension become state and federally assisted, and seek out support from private and corporate sources in order to assure services are available to all people. With the likelihood of additional cuts eroding the Extension budget over the next three to five years, changes in Extension staffing and administration structure will not be a permanent solution to addressing budget issues. Rather, the ability of the new Extension structure to be sustainable will also require implementation of a robust system of cost recovery, grants and gifts as a significant portion for support of programs and services. This means SDSU Extension must purposefully step away from historic restrictions while recognizing legal obligations. SDSU Extension needs to think bigger, and combine the expert system of Extension with the marketdriven opportunities of the learning community. Transitioning to Cost Recovery Methods
Presently, SDSU Extension is funded through annual appropriations from federal, state and county levels and supplemented by revenues from other sources – such as grants and underwriting. In the future, user fees and external support provide opportunities to extend resources while maximizing impacts. That said, Cooperative Extension has its legal basis in the Smith-Lever Act passed by Congress in 1914, subsequently updated and amended. The Act prohibits the charging of fees for programs supported by SmithLever funds to cover ongoing costs of salaries and support. However, the current USDA Administrative Handbook for Cooperative Extension Work (May, 1994) cites the following User Fee policy for Smith-Lever funds:
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7 CFR 3015, Subpart F, allows for recipients of “ assistance to charge user fees that then will be counted toward program income. However, the imposition of user fees for core Extension educational programs is inconsistent with the statutory purposes of the SmithLever Act. Therefore, user fees may not be charged for educational services especially if the proceeds are to be used to augment the operational cost of the Cooperative Extension Services in substitution of State appropriations for that purpose. However, it is permissible to charge fees for incidental costs if the proceeds are used in furtherance of Extension work. For example, recovery of costs related to the printing, mailing, and handling of Extension publications is permitted, provided fees received are returned to the Extension program. In addition, fees may be charged for services which are considered non-educational in nature such as soil and water testing, forage testing, and farm record analysis. egistration fees may be charged for ExtensionR sponsored workshops for incremental costs associated with the cost of conducting the workshop. It is imperative that the fee charged cover only the additional costs incurred and that the Extension clientele understand the nature and purpose of fees charged.” Thus, examples by which cost recovery may be implemented by SDSU Extension for the future include: • Fees for service and consulting • For sale items – publications, apps, subscriptions, sponsorships, analysis tools, iGrow • Sponsorships that follow an underwriting model • Registration fees to participate in seminars These and additional examples will form the foundation for initial cost recovery efforts by SDSU Extension for FY12 and beyond. The goal in the first year of reorganization is to recover a minimum of 5% of the SDSU Extension total budget, or approximately $560,000 in new sources. It is important to note that there are significant needs for programming in some areas where it is not appropriate or feasible to expect cost recovery, such as work with low-
income audiences. However, there will be opportunities by which Extension expertise will meet market demand and consequently, will generate revenue for the system. Grants will also be sought to support program efforts. While respective grants provide guidance for how funds can be used, in most instances they will provide flexibility to supplement travel, supplies, program development, and offsetting a percentage of salary for staff involved in the grant work. Cost recovery policies and procedures will be developed ahead of SDSU Extension’s implementation of this new funding methodology.
COUNTY BUDGET ALLOCATIONS Extension previously cooperated with county governments, who typically provided budgetary assistance for facilities/office space, support staff, travel and supplies for Extension staff. This proposed budget shifts county support from supplies and travel to maintaining or enhancing local 4-H programming with salary support for 4-H advisors, while continuing to maintain county office space. County office space and support is also used to help maintain programs such as EFNEP, FNP, and other federal and special grant programs that do not have state funding components. County contributed salary support for 4-H advisors would need to be channeled through SDSU.
At present, the projected balanced budget for SDSU Extension is as follows: FTE
COST
Projected Budget*
11,200,000
Budget Remaining
17,000
Field Specialists (salary + benefits = $65,000) Specialists (salary + benefits = $83,000) 4-H Advisors (34 Half-time positions)
65 34 17
4,225,000 2,822,000 858,000
Administration
7.5
750,000
Operations
15
775,000
Travel (assumes $2,000/specialist and advisor, augmented with cost recovery) Tech staff (assumes 7 at $65,000)
198,000 7
455,000
iGrow
500,000
Regional Center costs
600,000
TOTALS
145.5
$11,183,000
* this budget does not include EFNEP, FNP, FRTEP, IPM, and other grant programs. It does not include a county financial contribution.
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A New Administrative & Advisory Structure As the strategic restructuring of SDSU Extension is facilitated, administrative and advisory roles will be realigned as well. The administrative structure will be designed to provide effective oversight and accountability, while using proven management principles to maximize limited staff resources. • All administrative positions will report to the Assistant Director of Extension. • Program Director positions will be created for leadership in four key capstone areas: competitive agriculture systems (combining crop and livestock systems), 4-H, food and families, and communities. These individuals will provide overall Extension program leadership including goals and benchmarks. They will also serve as an integral link between state and field specialists within their respective capstone area to assure that programs work across disciplines.
In addition, they will serve as liaison to the department head with input in preparing administrative comments for annual performance reviews. Program Directors will be responsible for insuring South Dakota’s connection to regional and federal Extension initiatives. In addition, the administrative functions of program evaluation and staff development will be formalized within the administrative unit. Program Directors may form their own program council of state and field specialists who can lend support to the Program Director. For example, the Ag Program Director will lead efforts in Animal Science, Dairy Science, Veterinary Science, and Plant Science. Therefore, an Ag Program Council could be beneficial in expediting program planning across academic departments while assuring that day to day issues are addressed.
Restructured Advisory Process SDSU Extension recognizes its on-going statutory requirements to invite citizens to participate in an advisory capacity. This is a valuable component of Extension that allows for full transparency and stakeholder input. Historically, Extension has employed a three tiered advisory process – County Extension Advisory Boards, Field Education Unit Extension Advisory Boards, and the State Extension Advisory Board. This three tiered advisory process has been foundationally based upon Extension’s presence at the county level. With the new organizational structure, the focus for extension advisory capacity will be from a discipline/program-base rather than the previous location-based approach. As a result, the following advisory structure will be implemented: • Each of the seven regional centers will engage five individuals per capstone program area to serve on their advisory
board – resulting in a total of 25 individuals per regional center. These capstone representatives must reflect key constituents, industry and agency partners who are engaged in the discipline and will provide critical advocacy and advisory input/feedback to that Extension capstone program area. • Program Directors will have the ability to interact with the respective discipline representatives from the seven regional centers (35 individuals) to comprise a statewide Capstone Program Area Advisory Team. • Coordination for the regional center advisory teams will be the responsibility of the Director of Field Operations. • A detailed job description and definition of roles for Extension advisory board members will be completed by July 1, 2011. This will include terms of service, how often the advisory groups meet, etc. • Existing Field Education Unit Advisory Boards and the State Extension Advisory Board structure will be officially ended (sunset) at the September 2011 meeting of the State Extension Advisory Board. • The new Extension advisory structure will be operational beginning January 1, 2012. • County Commissioners will be asked to maintain a county advisory structure that engages the local 4-H Promotion and Expansion Committee in the advisory role. This advisory structure would predominantly give guidance to county funded 4-H budgets and local 4-H expansion efforts.
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• A Director of Field Operations will coordinate the administrative activities of all Extension staff. This includes organizational communication and management of funding issues with counties. • Cooperative Extension Service will contribute a percentage of salary for positions in the ABS College to address system wide support in the areas of Human Resources Management, Diversity, Finance, and Accountability. • All SDSU Extension funds will be managed through the ABS Fiscal Office and will comply with South Dakota State University budget and accounting policies. Additionally, implementation and operational policies will be developed to support the successful Extension restructuring.
• With the implementation of the strategic restructuring initiative for SDSU Extension, the current organizational structure that separates counties into three Extension Districts and 13 Field Education Units will no longer be utilized. Instead, program outreach and services will be determined by the identified learning community and the program need, delivered by the Extension staff with the appropriate expertise, and not limited to delivery within pre-determined organizational boundaries.
SUMMARY As a result of this reorganization effort, SDSU Extension will reprioritize effort and redefine a new method of service to clients. Ultimately, the organization will be much better positioned to support the growth and development of the State of South Dakota.
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Appendix A: County Options for 4-H Support Through Local Investment SDSU Extension will provide: • Educational programming leadership from 4-H/Youth Development Extension field specialists based in the state’s seven Regional Extension Centers • 50% time 4-H advisor, serving 2500 youth in one or more counties • Technological support for all 4-H management and programs Counties will have the opportunity to offer: • Varying services at the local level by making an investment as outlined in the following options
Option
Services
SDSU Provides
Cost to county
Single County Support Options: Counties with more than 2500 youth:
A
Full time County 4-H Advisor
$25,242 ($16,750 salary + benefits)
$16,750
B
Option A + student intern (40 hours/week for 10 weeks – summer months)
$27,404 (Option A costs + $2,162 for student intern)
$16,750 + $2,162 = $18,912
C
Option A + student intern (20 hours/week for 10 weeks – summer months)
$26,323 (Option A costs + $1,081 for student intern)
$16,750 + $1,081 = $17,831
X
Half-time County 4-H Advisor (20 hours/week)
$16,750 (part-time, no benefits)
0
* Options D-L and Z: Counties with < 2500 youth: Two-County Support Options:
D
County 4-H Advisor shared between 2 counties
$12,621 ($8,375 salary +benefits)
$8,375
E
Option D + student intern (40 hours/week for 10 weeks – summer months)
$14,783 (Option D costs + $2,162 for student)
$8,375 + $2,162 = $10,537
F
Option D + student intern (20 hours/week for 10 weeks – summer months)
$13,702 (Option D costs + $1,081 for student)
$8,375 + $1,081 = $9,456
Three-County Support Options:
G
County 4-H Advisor shared among 3 counties
$8,414 (salary + benefits)
$5,583
H
Option G + student intern ( 40 hours/week for 10 weeks – summer months)
$10,576 (Option G costs + $2,162 for student)
$5,583 + $2,162 = $7,745
I
Option G + student intern (20 hours/week for 10 weeks – summer months)
$9,495 (Option G costs + $1,081 for student)
$5,583 + $1,081 = $6,664
Four-County Support Options:
J
County 4-H Advisor shared among 4 counties
$6,311 (salary + benefits)
$4,188
K
Option J + student intern (40 hours/week for 10 weeks – summer months)
$8,473 (Option J costs + $2,162 for student )
$4,188 + $2,162 = $6,350
L
Option J + student intern (20 hours/week for 10 weeks – summer months)
$7,392 (Option J costs + $1,081 for student )
$4,188 + $1,081 = $5,269
Variable
0
No County Support:
Z
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4-H assistance will originate from offices determined by SDSU. Assistance will be provided to monitor adherence to 4-H Policies and Procedures and provide guidance to volunteers for a limited number of critical activities that are a system priority, such as Achievement Days or science programs.
Examples of Services, Activities and Programming provided bY 4-H ADVISORS: Options A, B and C (Full-time County 4-H Advisor): • Guiding role for adherence to State 4-H Policies and Procedures with regular communication to 4-H families and the community through traditional media and new technologies (social media) • Organize and manage Achievement Days with a full time presence • County organization, registration and involvement at State Fair • Organize (or facilitate) county wide competitive events, including Youth in Action events, Judging Schools, Horse Show, etc. • Engaged in 4-H Afterschool and School Enrichment in agreement with statewide 4-H priorities • Introduce a high percentage of county youth to key educational programs and activities in 4-H Science, Healthy Living and Citizenship reflecting local priorities. • Advisory role and presence for 4-H Leaders and Junior Leaders • 4-H Club management advice and organization • Responsible for 4-H trip/camp coordination and chaperoning of applicable events • Engaged in county 4-H fundraisers and support for 4-H Foundation campaigns • Facilitates two volunteer trainings per year reflecting local priorities Options D, E and F (Two-County Options): • Guidance for adherence to State 4-H Policies and Procedures with regular communication to 4-H families and the
community through traditional media and new technologies (social media) • Organize and manage Achievement Days with a cooperative scheduling between counties • County organization, registration and involvement at State Fair • Organize (or facilitate) competitive events, including Youth in Action events, Judging Schools, Horse Show, etc. as shared
between partner counties (one event serving both counties) • Potential for 4-H Afterschool and/or School Enrichment programs • Limited introduction of key educational programs and activities in 4-H Science, Healthy Living and Citizenship to county
youth reflecting local priorities • Part-time advisory role and presence for 4-H Leaders and Junior Leaders
Options G - L (Three- and Four-County Options): • Guidance for adherence to State 4-H Policies and Procedures with regular communication to 4-H families and the
community through traditional media and new technologies (social media) • Organize and manage Achievement Days as one single, multi-county unit • Organization, registration and involvement at State Fair as a multi-county unit • Organize (or facilitate) competitive events, including Youth in Action events, Judging Schools, Horse Show, etc. as shared
between partner counties (one event serving multi-county unit) • Limited potential for 4-H Afterschool and/or School Enrichment programs • Limited introduction to key educational programs in 4-H Science, Healthy Living and Citizenship • Limited involvement with 4-H Leaders and Junior Leaders or development of a multi-county organization
Option Z (No County Support): • SDSU Extension acknowledges its responsibility to provide programs to all citizens in all parts of the state. However, if
county governments select this option, Extension will not maintain a county-based presence. • Service will be provided from other locations, in compliance with state and federal guidelines, including: – Communication to 4-H families and the community through traditional media and new technologies (social media). – Assistance provided to monitor adherence to 4-H Policies and Procedures and to guide volunteers in carrying out a limited number of critical activities that are a system priority, such as Achievement Days, State Fair or science programs.
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Appendix B: YOUTH POPULATION IN SOUTH DAKOTA COUNTIES
County Youth Population Counties with > 10,000 youth Minnehaha 42937 Pennington 24278 Lincoln 10802 Counties with < 10,000 > 2500 youth Beadle 3490 Brown 7845 Brookings 5459 Butte (close) 2456 Charles Mix 2712 Codington 6513 Davison 4517 Hughes 4231 Lawrence 4637 Meade 5905 Roberts 2796 Shannon 5545 Todd 3862 Union 3442 Yankton 5030
Funding for 4-H Advisors at the County Level • SDSU Extension will fund 1 FTE (Full Time
Equivalent) in counties with greater than 10,000 youth. • SDSU Extension will fund .5 FTE in one or more counties with 2,500 or more youth. • Counties are asked to support SDSU Extension and 4-H programming by making a local investment. This support may range from funding the other .5 FTE, to the formation of multi-county partnerships in counties with fewer than 2,500 youth, or choosing no additional support. (Appendix A, pages 12-13 outlines the funding options for counties.)
County Youth Population
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Counties with < 2500 youth Aurora 736 Bennett 1058 Bon Homme 1058 Brule 1535 Buffalo 808 Campbell 301 Clark 790 Clay 2243 Corson 1417 Custer 1432 Day 1300 Deuel 1021 Dewey 2218 Douglas 687 Edmunds 928 Fall River 1403 Faulk 502 Grant 1604 Gregory 863 Haakon 365 Hamlin 1670 Hand 708 Hanson 1022 Harding 300 Hutchinson 1743 Hyde 372 Jackson 954 Jerauld 394 Jones 274 Kingsbury 1136 Lake 2373 Lyman 1185 Marshall 1032 McCook 1484 McPherson 575 Mellette 669 Miner 544 Moody 1656 Perkins 572 Potter 410 Sanborn 568 Spink 1530 Stanley 674 Sully 340 Tripp 1465 Turner 1933 Walworth 942 Ziebach 836
Appendix C: Business Plan Model For SDSU Extension Programs
For the future, all SDSU Extension programs will require development of a business plan identifying the following elements: Primary Element
Description
Executive Summary
Educational objectives and audiences Public and private value Delivery methods, location and price Why Extension? Key contact and website
Program Team Members
Identification of regional educators and campus-based state specialists on state team.
Educational Goals
Description of the changes in outputs, outcomes and impacts expected from this program.
Target Audience
Clear identification of the program’s target audience, including estimates of size.
Market Research on Target Audience Needs
Identification of audience needs, availability of non-Extension programs to address these needs, feasibility of developing and delivering a program, and Extension’s comparative advantage in doing a program.
Promotional Plans
What tools will be used to encourage high participation?
Logic Model and Research-Base
What is the educational theory that links inputs to outputs, outcomes and impacts? What is the research-base for the materials being taught?
Public and Private Value
Private value, the value to the participants, is essential for ongoing participation. Public value, the value to non-participants, is essential for taxpayer support.
Implementation Plan
Who plays which roles, when and where? Types of events and delivery methods?
Evaluation Plans
Types of output, outcome and impact evaluations completed and planned.
Financial Plans
Identify plans to maximize plans to maximize participation, allow for cost recovery, and ensure high quality programs with long-term financial viability.
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Photo Credits: Greg Latza and istockphoto.com A total of 10,000 copies were printed at no cost to the state. South Dakota State University, South Dakota counties, and USDA cooperating. South Dakota State University adheres to AA/EEO guidelines in offering educational programs and services.
This initiative seeks to refocus Extension efforts, strengthen the role of Extension field specialists as a statewide resource for South Dakotans, and integrate Extension outreach throughout the university. Ultimately, the higher education system is stronger if a strong Extension program brings the university to the people.
