Building Capacity to Support Diverse and New Farming Audiences in Vermont

Prior to offering this online orientation, the project director engaged in discussions with 12 individuals representing project partners, advisors and other colleagues to help shape both content and a delivery format for the professional development program. Their thoughtful feedback raised concerns about the model of having a single cohort over the three years, given the range of topics to be covered and the general sense among potential participants that they and their colleagues have limited time/capacity to engage in professional development activities. While some individuals indicated willingness to make a multi-year professional development commitment, the majority indicated that they were more interested in being able to access shorter-term training and professional development on the topics most relevant to their work. Additionally, these interviews indicated that it was likely there were going to be a number of new hires (both filling vacant positions and new positions) who would likely be interested in and strongly benefit from the professional development this project would be offering but would not have been hired at the time the cohort would be formed.

As a result, the project coordinator modified the program to increase flexibility for participants and allows ASPs for a shorter time period. No significant changes were made to expectations about attending trainings, contributing to small-cohort discussion groups, completing and sharing actions plans and responding to surveys to provide ongoing feedback about impact on their programs and work with farming audiences.

Adding flexibility to the program resulted in increased participation in years 2 and 3, particularly among Extension professionals. Individuals whose work is grant-funded and those establishing connections with new audiences and clients. They report that providing more flexibility has made the program both more accessible and more meaningful to them. In year 3, in response to service provider interest in leadership, communication and team effectiveness, we offered professional development on those topics through a cohort-based model that  21 agricultural service providers from three teams participated in.

Across the thee years of the project, we offered co-learning professional development and resource development related to participants topic area priorities and interests. These included:

1. Practical approaches to addressing bias, disrupting disrespect and creating more inclusive, safe and impactful programs for agricultural and farm audiences (8 ASPs);
2. Best practices for collecting, analyzing and using demographic and other program data (5 ASPs);
3. Expanding and updating resources to support a network of ASPs for beginning farmer services (4 ASPs);
4. Historic and current inequities in the food and agriculture system (11 ASPs). 
5. Leadership, communication and team effectiveness (21 ASPs)'

In total, over the three years 81 people across many different disciplines and professional affiliations participated in at least one of the professional development sessions offered. However, the number reported for this milestone includes only those who engaged in multi-session, small cohort discussion or work groups and who routinely responded to requests for feedback.

We used feedback via end-of-session debriefing and post-session surveys to help assess changes in knowledge, confidence and skill. Sixty-nine responses were received from individuals who attended at least one session. Overwhelmingly, participants reported satisfaction with the education, resources and peer learning format of the sessions. They consistently reported increased knowledge and confidence, with about two thirds identifying at least one specific "take away" -- a concept, practice or approach -- relevant to their work.

In years 2 and 3, a number of participants expressed appreciation for facilitation that helped to make spaces safer for discussion of difficult topics, and for the opportunity to build connections with educators, researchers, graduate students and technical assistance providers from different backgrounds and disciplines. 

The project coordinator facilitated a training on implicit bias for the eight people in cohort 1 in October 2021. Two weeks later, the cohort had a follow-up discussion session in which they debriefed on important take-aways related to educational and outreach needs for their audiences. Those concepts and approaches have been integrated into interactive workshops, field demonstrations and other educational programming related to conservation and stewardship viability for farmers and landowners. Their educational programming is ongoing and having statewide impact, thus far reaching over 132 individuals residing in 13 of Vermont's 14 counties.

Cohort 2 was comprised entirely of Extension employees who were seeking to learn more about best practices for collecting demographic information from clients in ways that are respectful, and ways to use that information in service of diversity, equity and inclusion. The group met 5 times during the project  sharing learning they did individually through readings, interviews with specialists in the field, and participation in online education offered through external organizations with expertise in the subject matter. The group documented their learning in a guidance document that was completed in June 2022. UVM Extension modified its reporting system to better follow the guidance in that document, impacting participant data collection practices used in registration and evaluation of scores of events with hundreds of farmer participants. In Year 3, the guidance that the working group helped to develop was adopted by the PEARS Extension reporting system nationwide.

Of the four original members of the group working on beginning farmer resources, three changed jobs. The project coordinator, working with a staff assistant, continued to build online libraries focusing on the needs of new, beginning and early stage (under 5 years) farmers. These resource hubs at https://www.uvm.edu/aglabor/dashboard/ and https://www.uvm.edu/extension/newfarmerproject/resources/search-resources currently house of 300 resources addressing farm development, organized around land access and stewardship, business and financial management, marketing, labor and human risk, and networks. These resource libraries are accessed by between 12-30 unique users per month, with more visits during the late fall and winter months. 

The interviews were conducted in the fall of 2022 and were integrated into year 2 and 3 planning. 

This element was complicated by different cohorts working on different topic areas and along different timelines. Synthesizing ideas and practical approaches across the cohorts proved overwhelmingly challenging. Instead, the project coordinator supported individual participants looking for help developing registration and feedback forms that meet their program/project needs. 

In Years 2 and 3, Cohort 1 expanded its focus into disrupting bias, harassment and micro-aggressions that culminated in June 2023 and follow-up May 2024 peer learning sessions entitled "Let's Have Each Other's Backs." Attended by 38 Extension employees, these sessions invited participants to explore and practice a variety of techniques to disrupt harassment and disrespectful behavior in the context of the agricultural education workplace. After introductions and review of the group agreements for the session, facilitators led a brief discussion on Right to Be’s approach to responding to disrespect and harassment – which emphasizes supporting the person who is experiencing the harm through 5 “D”s – Distract, Delegate; Document; Delay; and Direct. Most of the session was spent in small groups exploring (including role-plays)  scenarios related to Extension field work. One of the two scenarios participants engaged in presented a situation in which Extension employees observe disrespect based on implicit racial bias. The other presented a situation involving both disrespect and harassment based on gender identity. Participants were invited to consider the kinds of concerns they had about intervening, and various options for responding.

In end-of-session action planning, all 30 participants who shared said they were either “extremely likely” (21) or “likely” (9) to use something from the session to intervene the next time they witnessed disrespect or harassment at work. Participants said that they found the 5 Ds approach relevant to situations that arise in Extension work, and that they appreciated the opportunity to explore the topic in a peer-learning setting. All 16 identified the approaches to disruption that they were likely to use, and also some preemptive strategies.

The majority expressed interest in further professional development on bystander intervention, and were interested in a longer session with a consultant specializing in the topic. For example, one participant said: "I really appreciate thinking through realistic scenarios and their nuances and would like more time to wrestle with this and hear others’ perspectives." Said another: “It’s important for me to attend to be able to share insights with my staff and guide them. This is an important topic, and the more I participate in these trainings the more natural it will be for me to intervene and hopefully help others.” 

Cohort 2's work culminated in a "Let's Talk Demographic Data" peer learning session (September 2023) which invited agricultural extension employees to explore considerations and choices related to the collection of demographic data from program participants, clients, volunteers and others. Session attendees (16) were encouraged to review the guidance document in advance. Participants explored question and considerations related to confidentiality, accountability and purpose when it comes to collecting -- and using -- demographic data, particularly when working with vulnerable audiences. At the end of the session, 80% of participants said they were likely to use something they learned in the session. Action steps included: having a system that ensures confidentiality of information and then explicitly sharing that with the audience; developing relationships first, asking demographic data after registration; maintaining an opt-out option; using culturally appropriate language; only asking necessary questions. The group generated a substantive and thoughtful list of things they want to learn more more about, which we will be using in the development of year three learning sessions and materials. 

Cohort 3 has been focused on continuing to develop and update new farmer resources and post them at the UVM New Farmer Project online resource hub. See above milestone.

Cohort 4's activities included developing a participatory module that is being integrated into every UVM Extension new employee orientation (attended by 30+ people in 2023) and conducting a listening session (attended by 28 people)  to document the experiences and challenges employees navigate and the professional development, guidance, support and resources that are needed. 

The orientation module, which has been delivered twice in 2023 and once in 2024 offers a brief introduction to the work under way within UVM Extension within the context of how the Morrill Act expropriated land from tribal nations to endow the 1860 land grants, and the ongoing inequities between the different generations of land grant universities. Most of the session is devoted to participatory "Shared Language" exercise adapted from an Interaction Institute for Social Change training activity. The exercise invites participants to explore the meaning and definitions of key terms used in equity work - accountability, equity, marginalization and power -- and to consider what those terms might mean in the context of their work. 

During the listening session, participants shared stories about both challenges and successes in responding to situations in which they experienced or witnessed bias, disrespect, or harassment related to ethnicity, gender, sexual orientation, class, country of origin, religion, age, ability, and family. Their stories provide insights into the ways that clients, program participants, volunteers, constituents, and employees may experience exclusion, discrimination and disempowerment – as well as inclusion, privilege, power and belonging – in their interactions with UVM Extension and its programs.  After listening to each other's experiences, participants were asked to identify priorities for UVM Extension to address. These recommendations were highlighted in a follow-up report about the listening session which was shared with UVM Extension leadership. The report is currently was reviewed by UVM's Vice Provost and Senior Executive Director of Inclusive Excellence and Faculty Engagement. 

Participants left the session with gratitude for what they learned and heard and motivation to learn more and make change. There were also expressions of anger, sadness and frustration with the difficulty of addressing these topics. Almost all participants articulated at least one specific action they intended to undertake within six months. 

Common themes around action steps include:

• using 5D strategies to disrupt bias, harrassment, disrespect -- in the office and in the field
• Allyship with colleagues - speaking up, supporting, advocating, and sometimes stepping back
• Speaking up about/documenting issues witnessed in the field 
• continuing conversations/exploration of what accountability looks like 
• implementing data collection methods that ensure confidentiality
• rethinking the timing of asking for demographic data, particularly with vulnerable audiences;
• maintaining opt-out options (data)
• providing IDs, signage that can address safety issues for employees who work in the field

This milestone is no longer relevant under the revised project design, allowing participants more flexibility to opt in (and sometimes out) as their position, supervisor and responsibilities allow. However, it is worth noting that some individuals who have been actively engaged in project activities in years 1 and 2 have recently changed employment and are therefore no longer able to participate in the project.

In year 3, we conducted eight "drop-in" sessions with 63 unique individuals attending one or more of these sessions. Across all sessions, 91% of those who filled out session follow-up evaluation surveys indicated that they were very likely (52%) or likely (39%) to incorporate something they learned about in the session in their programs and about two thirds articulated at least one specific action they intended to pursue in the next 6-12 months.

Additionally, three cohorts (21 people in total) from nonprofit organizations engaged in an intensive, hybrid (webinars, recorded sessions, and in-person training) professional development series focusing on leadership, communication, organizational culture, and conflict resolution. The cohorts focused on farm business advising (including services for beginning farmers); organic certification, and farmer networks and engagement. All three cohorts reported implementing changes within 6 weeks of completing the series, with improvements in team efficiency and effectiveness.

Across our year 3 offerings, we continued to provide space and time in which participants identify and action steps they are pursuing. About half of the participants chose to share their intentions and 26 provided follow-up information about their implementation progress. 

Common themes that emerged from their feedback:

• Making time for reflective practice - building in routine time (weekly or monthly) at both the individual and team level to consider ways their program goals, design, implementation and evaluation affects who participates and who doesn't.
• Revising registration, intake and evaluation forms to reflect new understanding of best practices in collecting and analyzing demographic and other participant data;
• Continuing to work with organizational leadership around budget and logistical issues to address safety issues for employees who work in the field
• Engaging program participants (farmers and others) in "making meaning" of evaluation data;
• Sharing evaluation/survey results back with participants (first) 
• Implementing principles of universal design across aspects of programming - from font and color choices, to seating/temperature in rooms; to offering multiple modes (print, audio, video) of the same information to meet different learners' needs.
• Securing resources and capacity to begin developing print, web, video and audio resources in multiple languages.

 Team leaders from the three cohort groups that engaged on leadership, communication, workplace culture and conflict resolution reported improvements in farmer satisfaction with the services they deliver. 

Most of the feedback on impacts from other participants concerned knowledge and skill improvement among service providers and their work with each other.