Description
In the Southeast USA, livestock production is one of the largest agricultural activities, and forages are the primary feed source. Most livestock systems are highly dependent on off-farm inputs to support forage production and animal performance, which elevates production costs and the activity's carbon footprint. There is a strong need to develop forage educational resources to enhance productivity, environmental sustainability, resilience, and profitability of agricultural systems in the region. This multi-disciplinary initiative was a collaboration among several land-grant Universities across the region. The objective was to develop decision tools and provide in-classroom training associated with hands-on demonstrations to Extension agents and agricultural educators in the Southeast. A textbook was developed for the two-day training, and the in-person program was held in Columbiana, AL, through a collaboration among 20 Specialists from several land-grant Universities. The book included basic concepts and management strategies for forages, livestock (e.g., beef, horse, small ruminants), soil, economics, nutrient management, animal genetics, and marketing strategies for forage-based systems. There were 62 participants from Alabama, Florida, Georgia, Louisiana, North Carolina, South Carolina, and Tennessee. The majority of the participants were Extension agents or educators, and close to half of them had been in the job position for less than five years (n= 28 participants). A significant emphasis was set on newer agents` participation aiming to allow them to address gaps in knowledge. The training sessions supported critical thinking and deepening of knowledge and network. Post-training surveys were applied to gather change in knowledge and feedback from participants and identify potential barriers to be used in structuring future curriculum development and trainings. Regional joint efforts can be a tool to address multi-disciplinary training while incentivizing collaboration across regions for Specialists and agents through their programming activities.
DOI
https://doi.org/10.13023/s2xs-3e17
Citation
Silva, L. S.; Dillard, L.; Mullenix, K.; Wallau, M.; Tucker, J. J.; and Vasco, C., "Development of Forage Curriculum for Extension Educators in the Southeast USA" (2024). IGC Proceedings (1993-2023). 43.
https://uknowledge.uky.edu/igc/XXV_IGC_2023/Sustainability/43
Included in
Agricultural Science Commons, Agronomy and Crop Sciences Commons, Plant Biology Commons, Plant Pathology Commons, Soil Science Commons, Weed Science Commons
Development of Forage Curriculum for Extension Educators in the Southeast USA
In the Southeast USA, livestock production is one of the largest agricultural activities, and forages are the primary feed source. Most livestock systems are highly dependent on off-farm inputs to support forage production and animal performance, which elevates production costs and the activity's carbon footprint. There is a strong need to develop forage educational resources to enhance productivity, environmental sustainability, resilience, and profitability of agricultural systems in the region. This multi-disciplinary initiative was a collaboration among several land-grant Universities across the region. The objective was to develop decision tools and provide in-classroom training associated with hands-on demonstrations to Extension agents and agricultural educators in the Southeast. A textbook was developed for the two-day training, and the in-person program was held in Columbiana, AL, through a collaboration among 20 Specialists from several land-grant Universities. The book included basic concepts and management strategies for forages, livestock (e.g., beef, horse, small ruminants), soil, economics, nutrient management, animal genetics, and marketing strategies for forage-based systems. There were 62 participants from Alabama, Florida, Georgia, Louisiana, North Carolina, South Carolina, and Tennessee. The majority of the participants were Extension agents or educators, and close to half of them had been in the job position for less than five years (n= 28 participants). A significant emphasis was set on newer agents` participation aiming to allow them to address gaps in knowledge. The training sessions supported critical thinking and deepening of knowledge and network. Post-training surveys were applied to gather change in knowledge and feedback from participants and identify potential barriers to be used in structuring future curriculum development and trainings. Regional joint efforts can be a tool to address multi-disciplinary training while incentivizing collaboration across regions for Specialists and agents through their programming activities.
