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This scoping study aimed to answer the question: What is known from existing research studies about the major competencies required of Extension professionals? Scoping studies are characterized by searching the literature to summarize major concepts on a research topic, and they are valuable as they show evidence for the major concepts. This study was limited to research studies of United States' Extension professionals. The major conclusion from the scoping study is that existing research studies have yielded a rich literature base regarding Extension professional competencies. This scoping study identified 15 Extension professional competency domains: communication, diversity and cultural competence, flexibility, interpersonal relations, knowledge of Extension, leadership, professionalism, program planning and evaluation, resource management, subject matter competence, teaching methodology and delivery, technology, thinking and problem-solving, understanding community needs, and volunteer management. It is recommended that the results inform Extension professional job descriptions and professional learning programs.

In 2010, University of Tennessee Extension conducted a strategic planning effort focused on the subsequent 10 years. The process involved approximately 3,000 Tennesseans in online surveys, area meetings, opinion polling, and focus group sessions. This article describes the process, tools, and outcomes—which included a comprehensive strategic plan. Yet the strategic planning process itself produced unintended outcomes, specifically professional development opportunities, greater awareness of Extension among state government stakeholders, and continuity in the pursuit of strategic goals despite administrative change. The major implication for Cooperative Extension organizations is that attention to the potential of these unintended outcomes can enhance strategic planning.

The 4-H Science: Building a 4-H Career Pathway Initiative was a 3-year collaboration among National 4-H Council, Lockheed Martin, and state 4-H grantees to help more than 50,000 youth in 13 states develop STEM and workforce skills for STEM professions. A mixed-methods design used observations and interviews to assess program quality. Researchers observed 4-H STEM programming and conducted individual and focus group interviews with youth, parents, community volunteers, corporate volunteers, and professionals. Observations were conducted using a validated observational tool, the Out-of-School Time (OST) Observation Instrument with STEM Plug-In. This instrument measured youth relationship building, youth participation, staff relationship building, staff instructional strategies, activity content and structure, and STEM instruction. Findings from the observations and interviews were combined to assess program quality. Sites scoring highest on the OST Observation Instrument reported using quality STEM curriculum, especially National 4-H Youth Science Day lessons. The 4-H STEM programs demonstrated highly evident and consistent youth relationship building (e.g., being friendly and collaborative) and youth participation (e.g.., contributing ideas and taking leadership). Yet, in many cases, STEM youth skill development (e.g., drawing connections to real-world concepts) and STEM staff instructional practices (e.g., discussing how youth could pursue STEM content through their education and/or career) were inconsistent and rarely evident. Recommendations include substantive professional and volunteer development for both STEM competencies and enhanced youth development. The OST Observation Instrument with STEM Plug-In provided a comprehensive tool to evaluate program quality, and it is recommended for use in evaluating other 4-H STEM programs.

Informal STEM education programs through youth-serving organizations like 4-H have the potential to help youth prepare for future STEM careers. Volunteers continue to be an important way to mentor and provide programs for youth with support and guidance from professionals working for youth organizations. 4-H STEM programs present challenges for 4-H professionals and traditional 4-H volunteers who often have limited knowledge and confidence in their ability to teach STEM skills. Recruiting science experts as volunteers to lead 4-H STEM programs is one way to provide these programs, but some experts have limited knowledge about youth development and how to engage youth. Findings from the 4-H Science: Building a 4-H Career Pathway initiative are discussed here related to volunteer training, volunteer recruitment and retention and resources needed for 4-H professionals and volunteers to successfully implement 4‑H STEM programs. A process evaluation was conducted that included focus groups and interviews in 3 states that participated in the initiative. Focus groups and interviews were conducted with youth, parents, volunteers, and 4-H professionals involved in 4-H STEM programs. Themes included the need for volunteer training focused on increasing STEM knowledge and skills as well as pedagogy and youth engagement, the need for training for 4-H professionals related to STEM skills so they could support volunteer efforts, and the need to use diverse methods to recruit science experts and other volunteers for these programs.

Employee health is regarded as a strategic advantage with individual, organizational, and societal benefits. This study sought to describe the major health issues, motivations, barriers, and needs related to healthy lifestyles for Cooperative Extension employees. A total of 16 focus groups were conducted throughout Tennessee with 105 participants. Separate focus groups were conducted with seven groups of University of Tennessee Extension employees: administrative assistants, county agents, county directors, program assistants, departmental faculty, administrators, and professional staff. Findings indicate chronic stress as the dominant health issue. Respondents were motivated to stay healthy to be role models for good health, among other reasons. From an organizational standpoint, respondents reported that both an organizational culture that does not prioritize health and their job demands kept them from achieving optimum health. From a personal standpoint, respondents reported that a lack of time for healthy eating and physical activity and their own over-engagement with their work were barriers to health. Employees desired a coordinated, substantial organizational shift toward a culture of wellness that includes an effective employee wellness program. Employees indicated that a culture of wellness would result in employees who represent more balanced lives, thereby setting a better example for those served by Extension.

The Extension Master Gardener (EMG) program is a vital contributor to Tennessee Extension residential and consumer horticulture education and outreach. In 2014, 2,480 volunteers statewide completed service and education requirements to achieve or maintain certified EMG status. These volunteers, led by Tennessee Extension agent county coordinators, contributed over 178,800 hours of service while recording over 30,300 hours of continuing education. These totals illustrate both the contributions of EMG volunteers to horticulture outreach and their desire for education to enhance their own knowledge and skill. Understanding the most needed areas of training for EMG volunteers to support their education and outreach to residents is critical to the growth and impact of the program. Therefore, a study was undertaken in 2015 to survey both EMG volunteers and coordinators to determine educational needs for volunteers as well as the preferred training delivery methods. Respondents consistently rated horticultural training in edible and ornamental crops as well as pest and disease management as high priorities. Similarly, hands-on and in-person presentations and printed materials were rated as highly important training methods. Results indicate potential training priorities for the future but also suggest a need to explore differences between coordinator and volunteer perspectives in some areas.

Extension workplace mentoring programs may produce increased Extension programming competence, organizational commitment, job satisfaction (Denny, 2016), and leadership effectiveness (Kutilek & Earnest, 2001). The study described in this article aimed to gather information for a proposed mentoring program for Extension administrative assistants. A total of 12 focus groups were conducted with 78 participants representing five employee groups: administrative assistants, Extension agents, county directors, state specialists, and department heads. Employee groups were separately interviewed. Findings indicated that respondents perceive the role of an administrative assistant as critically important, and major competencies required by the administrative assistant role are people skills/customer service, bookkeeping, technology, and a willingness to learn/adaptability to change. Respondents perceived that workplace mentoring is important, and it should be required of all newly-hired administrative assistants. Regarding incentives, administrative assistants felt that counting mentoring time as part of their University's annual professional learning requirement of 32 hours would encourage participation. Major recommendations include the establishment of an e-mentoring program that incorporates the administrative assistants' academic, career, and personal goals in addition to organizational policies and procedures.

This study describes professional development for
Extension educators and curricula expectations for those preparing for Extension careers
– as perceived by members of the American Association for Agricultural Education (AAAE)
and Joint Council of Extension Professionals (JCEP). We relate and differentiate
findings from two surveys with open-ended questions. Regarding professional development,
JCEP respondents identified program planning and evaluation, but AAAE respondents
prioritized research methods. JCEP respondents prioritized practical experiences in
Extension Education college courses, and AAAE members reported some practical Extension
experiences in the college curriculum. College faculty may apply the results for
impactful academic, professional development, and research programs.

This paper reports on a three-year initiative to enhance
the undergraduate Extension Education minor at a state land-grant university. Specific
initiatives to improve the undergraduate Extension Education minor curriculum involved
(a) revising the Extension Education minor due to varied curriculum and faculty changes
and (b) aligning eight Extension Education courses' units of study with Extension
professional competency domains. The described processes helped understand the Extension
Education curriculum by mapping competency domains and showing which domains were and
were not taught in the eight courses. A key recommendation is to incorporate the
alignment of Extension Education curriculum and Extension professional competencies into
the Extension summer internship program, among other uses. Furthermore, it is
recommended that faculty engage in a similar effort to map college curricula to
professional competencies to ensure that academic minors have a clear purpose in
preparing students for careers.