Job Posting: Engagement Zone Coordinator University of Nebraska-Lincoln

Nebraska Extension is pleased to recruit candidates for a Campus-Based Engagement Zone Coordinator to connect and build relationships on campus and connect the resources of the University of Nebraska-Lincoln with other Engagement Zone Coordinators working across Nebraska to build possible opportunities for partnership and impact with stakeholders and communities.

This Campus-Based Engagement Zone Coordinator will serve as a broker between campus and statewide Extension resources, in addition to helping promote networking and collaboration.  This individual will partner with other Engagement Zone Coordinators to seek out new and strengthen existing relationships, identify common goals, and foster joint projects and programming that contribute to UNL’s engagement in the long-term growth of the state.  Together these roles will further connect the University to the people of the state and work to extend the land grant mission of co-creation, co-discovery and co-development of solutions by working together to solve Nebraska’s issues.

Recognizing that diversity within a context of inclusivity enhances creativity, innovation, impact, and a sense of belonging, the Institute of Agriculture and Natural Resources (IANR) and Nebraska Extension are committed to creating learning, research, Extension programming, and work environments that are inclusive of all forms of human diversity. We actively encourage applications from and nominations of individuals from underrepresented groups.

Minimum qualifications:

  • Master’s Degree in education, communication, administration, management or related field.
  • Experience working with individuals, peers, and teams to accomplish goals.
  • Success in building and developing partnerships and collaborations.

Preferred qualifications:

  • Experience in a higher education environment including building relationships with campus leaders and faculty.
  • Success in resource development (external funding, donations and/or public private partnerships).
  • Ability to engage diverse partners and audiences.
  • Outstanding verbal and written communication skills.

Employment-based permanent residency sponsorship is not available for this position now or in the future.

Review of applications will begin December 20, 2021, and continue until the position is filled or the search is closed. To view details of the position and create an application, go to http://employment.unl.edu, requisition F_210106. Click “Apply to this Job” and complete the information form. Attach 1) a letter of interest that describes your qualifications for the job and anticipated contributions; 2) your curriculum vitae; and 3) contact information for three professional references. In addition, within the application, please complete the required supplemental question(s), one specifically about the value you place on diversity and your anticipated contributions to creating inclusive environments in which every person and every interaction matters (see https://ianr.unl.edu/tips-writing-about-commitment-to-deib for guidance in writing this statement).

As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscrimination.

Job Posting: Extension Educator – Early Childhood University of Nebraska-Lincoln

Do you have the drive to help us impact children and their families in positive ways? Can you be a strong regional expert and develop focused, comprehensive learning programs that help create environments and experiences for children that result in improved school readiness and enhanced social-emotional growth and development? Nebraska Extension is an organization that values individuals who excel, adapt easily, exhibit passion for helping others, and are excellent communicators.

 

As a member of the Nebraska Extension team, you will collaborate with research and extension faculty who are leaders in their field. You will work with high performing teams to create and deliver world class, innovative learning experiences that empower Nebraskans to improve their lives around critical issues.

 

Recognizing that diversity within a context of inclusivity enhances creativity, innovation, impact, and a sense of belonging, the Institute of Agriculture and Natural Resources (IANR) and [unit name] are committed to creating learning, research, Extension programming, and work environments that are inclusive of all forms of human diversity. We actively encourage applications from and nominations of qualified individuals from underrepresented groups including racial and ethnic minorities, women, sexual minorities, persons living with disabilities, and veterans.

 

We have an excellent opportunity for a full-time faculty position located in Lincoln, Nebraska. We want individuals who are self-directed and able to work in a flexible environment. The focus of this position will be Early Childhood, focusing on early childhood development for families with children aged 0-8 years.

 

Required Qualifications:

  • Master’s degree in Child Development, Human Development, Early Childhood Education or closely related field.
  • Successful experience in teaching (formal or non-formal) early childhood professionals and/or caregivers of young children 0-8 years.
  • Demonstrated use of innovative strategies and current technologies to design, develop, deliver and evaluate programs focused on the Early Childhood.

 

Preferred Qualifications:

 

  • Demonstrated ability to effectively manage multiple priorities and programs.
  • Experience in working with individuals, coworkers, and teams to accomplish individual and/or group goals, as evidenced by college, career, and/or community activities.
  • Outstanding leadership skills as demonstrated by roles in college, career, and/or community activities.
  • Experience coaching early childhood educators.

 

Employment-based permanent residency sponsorship is not available for this position now or in the future.

 

Review of applications to begin on December 15, 2021 and continue until the position is filled or the search is closed. To view details of the position and create an application, go to http://employment.unl.edu  Search for position F_210198. Click on “Apply to this job.” Complete the application. Attach 1) a letter of interest that describes your qualifications for the job and anticipated contributions; 2) your curriculum vitae; and 3) contact information for three professional references. In addition, please complete the supplemental questions asked in the application. Please see https://ianr.unl.edu/tips-writing-about-commitment-to-deib for guidance in writing the statement on the value you place on diversity and your anticipated contributions to creating inclusive environments in which every person and every interaction matters.

 

As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscrimination.

Job Posting: Open Rank Extension Educator – Beef Systems (Johnson County) University of Nebraska-Lincoln

Do you have the drive to help make a positive difference in beef cattle production in Nebraska? Can you develop, deliver, and determine the impact of comprehensive programming that includes integrating current technologies and concepts in beef cattle nutrition, reproduction, breeding and genetics or pasture and range management into production systems? Do you have experience in matching beef cattle to forage resources so beef herds are more resilient to drought in grass and forage-based beef systems? The University of Nebraska-Lincoln Extension is an organization that values individuals who excel, adapt easily, exhibit passion for helping others, and are excellent communicators. As a member of the UNL Extension team you will collaborate with research and extension faculty who are leaders in their field. You will work with high performing teams to create and deliver world class, innovative learning experiences that empower Nebraskans to improve their lives around critical issues. We have an excellent opportunity for a full-time faculty position located in Tecumseh, Nebraska. The focus of this position will be Beef Systems with an emphasis in beef cattle nutrition, reproduction, behavior, breeding and genetics, or pasture and range management. This position will be an active participant in the Nebraska integrated Beef Systems Team within a geographic area that includes Saline, Jefferson, Gage, Johnson, Pawnee, Nemaha, and Richardson Counties located in southeast Nebraska. We want individuals who are self-directed and able to work in a flexible environment.

Recognizing that diversity within a context of inclusivity enhances creativity, innovation, impact, and a sense of belonging, the Institute of Agriculture and Natural Resources (IANR) and Nebraska Extension are committed to creating learning, research, extension programming, and work environments that are inclusive of all forms of human diversity. We actively encourage applications from and nominations of individuals from underrepresented groups including racial and ethnic minorities, women, sexual minorities, persons living with disabilities, and veterans.

Required Qualifications:

  • Master’s degree required in Animal Science, Agronomy, School of Natural Resources, or similar department with an emphasis in beef cattle. Master’s degree must be completed by start date.
  • Successful experience teaching beef systems in a formal or non-formal setting.
  • Demonstrated ability to communicate (i.e. publications, presentations, web, and social media).
  • Experience in beef systems – integrating beef cattle nutrition, reproduction, behavior, breeding and genetics or range and pasture management concepts and technologies livestock systems.

 

Preferred Qualifications:

  • Experience in working with individuals, coworkers, and teams to accomplish individual and/or group goals, as evidenced by college, career, and/or community activities.
  • Outstanding leadership skills as demonstrated by roles in college, career, and/or community activities.
  • Ability to utilize electronic and online technologies for educational program delivery.

Employment-based permanent residency sponsorship is not available for this position now or in the future.

Review of applications will begin December 10, 2021 and continue until the position is filled or the search is closed. To view details of the position and create an application, go to http://employment.unl.edu, requisition F_210107. Click “Apply to this job” and complete the information form. Attach 1) a letter of interest that describes your qualifications for the job and anticipated contributions; 2) your curriculum vitae; and 3) contact information for three professional references. In addition, within the application, please complete the required supplemental question(s), one specifically about the value you place on diversity and your anticipated contributions to creating inclusive environments in which every person and every interaction matters (see https://ianr.unl.edu/tips-writing-about-commitment-to-deib for guidance in writing this statement). As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscrimination.

 

Job Posting: Open Rank Extension Educator – Beef Systems, University of Nebraska-Lincoln

Description

Do you have the drive to help make a positive difference in beef cattle production in Nebraska? Can you develop, deliver, and determine the impact of comprehensive programming that includes integrating current technologies and concepts in beef cattle nutrition, reproduction, breeding and genetics or pasture and range management into production systems? Do you have experience in matching beef cattle to forage resources so beef herds are more resilient to drought in grass and forage-based beef systems? The University of Nebraska-Lincoln Extension is an organization that values individuals who excel, adapt easily, exhibit passion for helping others, and are excellent communicators. As a member of the UNL Extension team you will collaborate with research and extension faculty who are leaders in their field. You will work with high performing teams to create and deliver world class, innovative learning experiences that empower Nebraskans to improve their lives around critical issues. We have an excellent opportunity for a full-time faculty position located in Tecumseh, Nebraska. The focus of this position will be Beef Systems with an emphasis in beef cattle nutrition, reproduction, behavior, breeding and genetics, or pasture and range management. This position will be an active participant in the Nebraska integrated Beef Systems Team within a geographic area that includes Saline, Jefferson, Gage, Johnson, Pawnee, Nemaha, and Richardson Counties located in southeast Nebraska. We want individuals who are self-directed and able to work in a flexible environment.

Recognizing that diversity within a context of inclusivity enhances creativity, innovation, impact, and a sense of belonging, the Institute of Agriculture and Natural Resources (IANR) and Nebraska Extension are committed to creating learning, research, extension programming, and work environments that are inclusive of all forms of human diversity. We actively encourage applications from and nominations of individuals from underrepresented groups including racial and ethnic minorities, women, sexual minorities, persons living with disabilities, and veterans.

Required Qualifications:

  • Master’s degree required in Animal Science, Agronomy, School of Natural Resources, or similar department with an emphasis in beef cattle. Master’s degree must be completed by start date.
  • Successful experience teaching beef systems in a formal or non-formal setting.
  • Demonstrated ability to communicate (i.e. publications, presentations, web, and social media).
  • Experience in beef systems – integrating beef cattle nutrition, reproduction, behavior, breeding and genetics or range and pasture management concepts and technologies livestock systems.

 

Preferred Qualifications:

  • Experience in working with individuals, coworkers, and teams to accomplish individual and/or group goals, as evidenced by college, career, and/or community activities.
  • Outstanding leadership skills as demonstrated by roles in college, career, and/or community activities.
  • Ability to utilize electronic and online technologies for educational program delivery.

Employment-based permanent residency sponsorship is not available for this position now or in the future.

Review of applications will begin December 10, 2021 and continue until the position is filled or the search is closed. To view details of the position and create an application, go to http://employment.unl.edu, requisition F_210107. Click “Apply to this job” and complete the information form. Attach 1) a letter of interest that describes your qualifications for the job and anticipated contributions; 2) your curriculum vitae; and 3) contact information for three professional references. In addition, within the application, please complete the required supplemental question(s), one specifically about the value you place on diversity and your anticipated contributions to creating inclusive environments in which every person and every interaction matters (see https://ianr.unl.edu/tips-writing-about-commitment-to-deib for guidance in writing this statement). As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscrimination.

Job Posting: Engagement Zone Coordinator, University of Nebraska-Lincoln

Description

Nebraska Extension is pleased to recruit candidates for a Coordinator position to lead a multi-county Engagement Zone in northeast Nebraska (https://extension.unl.edu/engagement-zones/). We are seeking candidates who will foster employee success in Extension programming, build strong stakeholder engagement and connect local people to the University of Nebraska-Lincoln.

Recognizing that diversity within a context of inclusivity enhances creativity, innovation, impact, and a sense of belonging, the Institute of Agriculture and Natural Resources (IANR) and Nebraska Extension are committed to creating learning, research, Extension programming, and work environments that are inclusive of all forms of human diversity. We actively encourage applications from and nominations of individuals from underrepresented groups.

Successful candidates will establish an inclusive culture in their Engagement Zone to attract, hire, coach and retain talented Extension professionals. The Engagement Zone Coordinator, a non-tenure track position, is expected to coach employees to Excellence in Extension (https://extension.unl.edu/excellence-in-extension-for-educators/) and to support professional development in subject matter expertise, as well as Extension best practices. The Coordinator will foster strong partnerships with elected officials, Extension Boards and advisory groups including the local Extension Board. In addition, the Coordinator will build collaborative relationships with local leaders that produce beneficial university-community initiatives.

Minimum qualifications: 

  • Master’s Degree in a field normally considered a qualification for Extension work.
  • A minimum of 3 years of experience in Extension or closely related field.
  • Experience in working with individuals, coworkers and/or teams to accomplish individual and/or group goals.

Preferred qualifications – Experience in the following areas:

  • engaging diverse and/or underserved clients/partners
  • the development and delivery of effective educational programs
  • building relationships with stakeholders, elected officials and/or community leaders; and
  • resource development (external funding, donations and/or public private partnerships).

How to Apply

Employment-based permanent residency sponsorship is not available for this position now or in the future.

Review of applications will begin November 30, 2021 and continue until the position is filled or the search is closed. To view details of the position and create an application, go to http://employment.unl.edu, requisition F_210129. Click “Apply to this Job” and complete the information form. Attach 1) a letter of interest that describes your qualifications for the job and anticipated contributions; 2) your curriculum vitae; and 3) contact information for three professional references. In addition, within the application, please complete the required supplemental question(s), one specifically about the value you place on diversity and your anticipated contributions to creating inclusive environments in which every person and every interaction matters (1 page maximum; see https://ianr.unl.edu/tips-writing-about-commitment-to-deib for guidance in writing this statement).

As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See http://www.unl.edu/equity/notice-nondiscrimination.

Prayer in a Public Institution

By Harvey L. Lineberry, II, Assistant Dean for Personnel, College of Agriculture and Life Sciences, North Carolina State University

Prayer in a public institution and workplace can be a one-way road to dissension and divisiveness, or it can find itself as the “chalice” or “conveyer” of constructive education and meaningful dialogue. The outcome of this issue is most often driven by many factors within an organization and most notably as a function of leadership, both formal and informal, as a means of effective organizational movement. Additionally, for public entities this issue is interlaced with legal
At first glance, the easy road to choose is to ignore this matter all together and just allow each situation to deal with this issue in its own way and to manage the fall-out of that strategy. It takes enormous leadership leaps of integrity to address this in a direct, honest, professional and caring way that serves to build the organizational skill tool-kit that helps not only the immediate organization, but hopefully the community, state and nation. We must ask ourselves the difficult questions: What is it that innately drives us to label negatively those whom we perceive as “less than” in order to make ourselves feel more powerful or more deserving? What role and responsibility do we have in understanding this dynamic and changing it for our children and the multi-faceted society that we know is on its way in the years and decades to come? Based on this knowledge, it is incumbent on our institutions and organizations to help us with this education and to challenge us. Growth is not always painless, but neither is it something that can be delayed to any great extent without consequences.

It is important to note that during these past few months we have reached the full gamut of viewpoints on this issue. There have been individuals within our organization indicating that the “University” would not “allow” prayers to be said, which raised concern by many within and outside of our organization. We have also experienced our employees attending a meeting (not sponsored by the College) where a person was invited to “stand outside” when they expressed their concern over a traditional prayer being spoken at a public meeting. It is clear, there are heightened emotions at both ends of this issue and our goal is to find a place of respect and common ground where we can deal responsibly with each person in our organization, community and clients. Again, the easy road is to complain and talk about all the reasons why the “glass is half-empty,” rather than invest the energy and time to educate ourselves about how that glass could be portrayed as “half-full,” and the reasons why we should look at it so.

Contents


Bound by Law

As educators and public servants connected not only with the State of North Carolina, but the federal government as well, we must be aware of the foundation or basis of the concern over prayer in a public environment. We are bound by law, legal precedent and the First Amendment of the Constitution, which mandates separation of church and state in the sense of any and all religion. The information which is available regarding the various specific legal cases serve as the true foundation of “WHY” this is fact, but in no way frames the “HOW” part of the discussion.

Within the context of our responsibility as a public institution we can better explain a different approach to the “why” and to help you with the “how.” Former U. S. Supreme Court Chief Justice Earl Warren spoke to these issues in great detail in his memoirs. You might know that as Governor of California he was part of the decision making team which chose to inter Japanese Americans during War World II and was seated as Chief Justice when the landmark civil rights and desegregation decisions were made in the 1950’s and 1960’s. The following is an excerpt from his memoirs:

We (the Supreme Court) also were heavily attacked by many people, particularly legislators, when we declared compulsory prayers in the public schools to be unconstitutional. I vividly remember one bold newspaper headline saying, “Court outlaws God.” Many religious denominations in this same spirit condemned the Court, although most of them have receded from that position. Scores of Constitutional Amendments and legislative bills were proposed in the Congress to circumvent the decision but were later abandoned when the public came to recognize that the ruling was not an irreligious one. Rather it tried to maintain the separation of church and state guaranteed by the First Amendment. ….. The majority of us on the Court were religious people, yet we found it unconstitutional that any state agency should impose a religious exercise on persons who were by law free to practice religion or not without state interference. (“The Memoirs of Chief Justice Earl Warren,” page 315.)

Part of this premise is to understand that our society is majority Christian. This majority position can often lead us to make assumptions and/or to proceed without thoughtful planning as to our impact on others. These majority assumptions play out in every facet of our lives and every day of our lives – and in playing out, be it through “omission” or “commission” the reality is that it can be extremely hurtful and reflects a lack of respect for those who are “discounted.” In addressing the issues of “majority,” Chief Justice Warren notes “… it is human nature for the dominant group in a nation to keep pressing for further domination, and unless the Court has the fiber to accord justice to the weakest member of the society, regardless of the pressure brought upon it, we never can achieve our goal of ‘life, liberty and the pursuit of happiness’ for everyone.” (“The Memoirs of Chief Justice Earl Warren,” page 335.)

Our Responsibility

We, within the requirements of the law, have a responsibility to honor and respect all who are present in our programs, meetings, classrooms, and in our offices. We have a responsibility to our colleagues to be aware and informed on these issues and to exercise professional sensitivity in all situations over which we have control or are planning. When asked to give a public “prayer” or remarks as a meeting begins or ends, or at a meal time, it is important that these remarks, delivered in a secular setting, should serve to bind your group together in a common concern that is identifiable to every person and not dependant on any particular faith. Again, either by omission or commission, words directed and built with Christian phraseology can become unintentionally divisive because they exclude persons of other faiths, or those not expressing a position of faith. Individuals who lead the general community in prayer have the responsibility to be clear about the public nature of the occasion and respectful of the composition of the audience. Words spoken on behalf of an entire community, University, or College, should be easily shared by any listener, regardless of their beliefs and is both a privilege and a marked responsibility.

Some make the comment that this approach to the issue does not “honor” their particular belief system. Everyone has a right to his or her own religion and that is in essence the point of this entire issue – EVERYONE HAS A RIGHT TO THEIR OWN RELIGION and no one should feel infringed upon. Our challenge is to offer words that are reflective of this understanding and respectful of all. If you are uncomfortable in planning and delivering secular and inclusive remarks, then you should feel free to decline any invitation to offer one. It is a matter of inclusiveness, both for you and for the audience and we want to be clear about our intent to be sensitive to that fact. As educators, we can very quietly and effectively step up to the plate and help all our partners across the state to see how we accomplish this inclusive language through example rather than presenting this as “we are not allowed to pray.” Again, it is so important to look at what holds us together in common ground rather than to seek out that which divides us from one another – do our words and actions seek to build rather than tear down or do harm?

Our Challenge

It is logical to see the United States as one of the most religiously diverse nations in the world. Some accounts show that non-Christians number in excess of 20% in the U.S. and that this number is growing each year. Suffice it to say, diversity, or pluralism, is a fact of life and one that any dynamic organization must recognize and address in a proactive and forward thinking manner. However, it is extremely important to understand that religious diversity means only that different religions (including non-religious beliefs) coexist and in no way implies that individuals accept these religions or positions as valid. Therefore, our challenge is to determine how we express respect for each person at the place they find themselves in their religious journey and still be true to an organization founded on the principle of advancing the purpose of education through the “extension” of research to our clients statewide. Most people in the U.S. and the rest of the world probably take an exclusivist, or “dominate” position: they believe that their religion, and only theirs, is completely true. Most believe that their God communicated universal truths by special revelation given to their spiritual ancestors or patriarchs. This knowledge has been passed on to present-day humanity, often in the form of religious texts. Many people hold tenaciously to their particular faith, believing it to be God’s revealed wish for all humanity. Some may even view other faith groups, those without a “faith community” or denominations within their own religion to be false. This type of exclusivity can sometimes develop easily into hatred, or intolerance, of any “other” interpretation of position. Religious exclusivity is often a major cause of much of the world’s civil unrest, civil wars, mass crimes against humanity and genocide. Yet, in balance to many places in the world, the U. S. has enjoyed a high level of religious freedom and a relative absence of religiously motivated conflict — even though exclusivism is probably predominant here.

Over time, the American public has developed a heightened regard for human rights, including religious freedom. Thus, they are willing to tolerate other religious beliefs, even though they consider them to be inconsistent with their own. Too many times this “toleration” is only given as long as it doesn’t impact them in any way, or ask them to modify their own sense of conduct or expression, even in public settings. If this is true, then it would appear that the best way to reduce religiously based friction throughout the world is for governments and religious institutions to promote human rights generally, religious freedom in particular, and respect for all globally.

It is to this end that I ask that we, each in our own way, seek to understand a different point of view on this issue – not in a way that seeks to change any belief systems, but to the extent that they allow us to reach a place of compassion and respect for our colleagues, friends and neighbors who may have different beliefs than we. Regardless, there is room for each of us at the table of respect and understanding for our brothers and sisters in this freedom. I would ask each person within the College, on and off campus, to join me in this effort. Speak to others in your office, or members of the Diversity Catalyst Team about what it means to honor each person within our organization and what steps might we undertake to do just that. Seek out ways to offer ecumenical and inclusive words of thanks and remember that leading in this way is both a privilege and a responsibility.

It is evident that there are many places along a continuum that we might find ourselves on this issue. We recognize this as the reality of our existence in the present nation and world and our need to understand and respect those around us. It is in being a diligent steward of our colleagues and clients that lead us to a higher place of functioning, if not understanding. This place that we find ourselves is one that honors and supports our various points of view and allows for secure footing along the continuum as we conduct our daily work. To this end, I would encourage you to find a place of humility and understanding for all of our colleagues and to look past our own “reality” to a place of inclusion and tolerance – to a place of the future. In closing, I would leave you with only a few examples of inclusive reflections.

Constructing an Inclusive Public “Prayer”

  • Seek the highest common denominator without compromise of conscience.
  • Use forms and vocabulary that allow persons of different faiths to give assent to what is said.
  • Use the language most widely understood by the audience, unless one purpose of the event is to express ethnic/cultural diversity, in which case multiple languages can be effective.
  • Consider other creative alternatives, such as a moment of silence.
  • Remain faithful to the purpose of giving thanks and that it is not used as an opportunity to preach, argue or testify.

Examples of Inclusive Reflections

Appropriate examples for use as a meal is served (these can be easily modified to begin or conclude a meeting):

LET US PAUSE:

We meet together in an effort to build community, to advance education and understanding. We seek the patience of one another as we strive to learn and grow and the stamina to make a difference in our state, nation and world. We express our thanks for the gifts of life and for the food that we are about to partake of.

OR

LET US PAUSE:

We gather here today as colleagues and friends with attention to a common goal. That goal is the continued service to the citizens of our state through our programs and information. We understand our responsibilities as committed educators as well as learners – personally and professionally. It is obvious that we work and live in challenging times. We seek the patience of each other as we strive to learn and grow, and the stamina to make a difference in our state, nation and the world.
We express our thanks for an opportunity to gather together where we can reinforce our community principles of openness and engagement for all people, for the gifts of life and for the food that has been prepared for us. For all this, we are thankful.

TO BE USED IN ANY SETTING:

A Prayer for the World
Let the rain come and wash away the ancient grudges, the bitter hatreds held and nurtured over generations. Let the rain wash away the memory of the hurt, the neglect. Then let the sun come out and fill the sky with rainbows. Let the warmth of the sun heal us wherever we are broken. Let it burn away the fog so that we can see each other clearly so that we can see beyond labels, beyond accents, gender, or skin color. Let the warmth and brightness of the sun melt our selfishness so that we can share the joys and feel the sorrows of our neighbors. And let the light of the sun be so strong that we will see all people as our neighbors. Let the earth, nourished by rain, bring forth flowers to surround us with beauty. And let the mountains teach our hearts to reach upward.
Rabbi Harold S. Kushner (with slight modification)

Thoughtful Quotes

I would like to share with you some thoughtful quotes that I think reflect the diversity of this issue and in fact, address this point from a variety of perspectives. (I should note for the record, I do not endorse any person or overall positions of those whose statements are included below, they simply serve as points of thought along a continuum.)

“I ask you to uphold the values of America and remember why so many have come here. We’re in a fight for our principles, and our first responsibility is to live by them. No one should be singled out for unfair treatment or unkind words because of their ethnic background or religious faith.”
George W. Bush, President. Address to a joint session of Congress, 2001-SEP-20.

“It is very important to understand that pluralism is part of our system. We don’t all think the same thing and part of our strength is that we come from different perspectives. We have to respect one another even when we disagree with each other. There has to be a spirit of tolerance for the views of others, while also being deeply committed to the positions we hold. If we do that, I think we can coexist and learn to love each other better.”
James Dobson, founder and president of “Focus on the Family” interviewed by Tony Snow of Fox News Channel, 2001-SEP-20

“The wiser you are, the more you believe in equality, because the difference between what the most and the least learned people know is inexpressibly trivial in relation to all that is unknown.”
Albert Einstein

“The millions of Christians in this country reflect just about every conceivable political point of view. For one highly conservative group to proclaim itself ‘the Christian Coalition’ strikes me as decidedly un-Christian arrogance…. We reflect countless races, religions and lifestyles, and we often differ on questions of morality and behavior. The only way so diverse a nation can survive is by all of us practicing a high degree of tolerance. But tolerance is not the way of the Christian right. Its leaders want to impose their one-size-fits-all morality on everyone. It won’t work. When any group tries to impose its values on everyone else, the result will inevitably be resentment, hatred and violence.”
Senator Warren Rudman

“When the dust settles and the pages of history are written, it will not be the angry defenders of intolerance who have made the difference. The reward will go to those who dared to step outside the safety of their privacy in order to expose and rout the prevailing prejudices.”
John Shelby Spong, Episcopal Bishop

“Men never do evil so completely and cheerfully as when they do it from religious conviction.”
Blaise Paschal: Often attributed to Sam J. Ervin, Jr., in “Protecting the Constitution” (1984).

“It was Christians, you know, not Pagans, who were responsible for the Holocaust. It was Christians, not Pagans, who lynched people here in the South, who burned people at the stake, frequently in the name of this Jesus Christ.”
Archbishop Desmond Tutu, speaking at Ebenezer Baptist Church, to participants in the annual meeting of the U.S. Conference for the World Council of Churches in 2000-JAN. (In the same speech, he reminded his audience that the racist apartheid policy in his native South Africa was also created by Christians, not Pagans.)

Quality movement in business and organization

The Language of “Blink:” A Hot New Diversity Tool
By Judith Aftergut, Executive Director, the Honoring Institute, Portland, Oregon

Quality Movement

The Quality movement in business and organization has occurred in three major phases. It began with the idea of the production line in the 1920’s at Ford Motor Company, and with the idea that each item produced is the same as every other item. In the 1970’s, the concept of continuous improvement took the quality movement to a next step. Current ideas about quality have moved to the idea that what is required in a fast changing world is the capacity to respond to change. It is not simply continuous improvement that is required, but rather breakthroughs in how people think and solve problems. That is the link to the usefulness of “snap judgments” or intuition—skills that (when used well) build people’s capacities to make the best choices in the midst of changing circumstances.

Keys to Effective Extension Programs with Latino Audiences

By Beverly Hobbs, 4-H Youth Development Specialist, OSU Extension Service

Oregon 4-H is becoming more diverse as it engages an increasing number of first and second generation Latino youth and families. Since 1997, the program has made the involvement of Latino youth a program priority, and steps taken to increase Latino membership have met with success.

Today, one third of Oregon County 4-H programs have identified outreach efforts underway with over 2500 Latino youth and 169 Latino adult volunteers involved in out-of-school programming. This represents a gain of 400% from the base year of 1995-1996.

The success of outreach efforts reflects the increased capacity of Oregon 4-H to appropriately respond to the Latino culture. 4-H has changed the way it meets and invites Latino families to participate and has added new program content and new program delivery formats to meet the needs and interests of Latino youth. Most importantly it has increased the diversity of Extension staff.

A review of Oregon’s 4-H outreach experience over the last seven years reveals some key elements of effective practice. Among them are the following.

Make a firm commitment. Outreach to new and diverse audiences is demanding work. It challenges a person’s outlook on life and sense of competency. It is a personal as much as a professional journey.

  • Do not undertake outreach unless a long-term commitment can be made. Outreach is not something that is done only as long as the grant funds last.
  • Outreach should be viewed as a broadening of current Extension practice and integral to Extension work.
  • Outreach is the work of all Extension personnel, not just the work of those hired specifically for an outreach position.
  • To succeed, the commitment to outreach must be there on the part of the organization and the individual professional.

Employ bilingual/bicultural outreach staff. The presence of outreach staff who have a deep understanding of the Latino culture and who are fluent in the Spanish language greatly facilitates the process of building relationships and establishing trust with Latino community members.

  • It is not necessary that staff be Latino. Non-Latino bilingual/bicultural staff can successfully fill this role.
  • All outreach staff must be able to relate to and be accepted by the targeted community.
  • If unable to hire their own bilingual/bicultural staff, programs can conduct outreach by partnering with organizations with established ties to the Latino community. This is often a slower process with more limited outcomes.

Emphasize relationships over tasks. Recognize and reflect the importance of personal relationships when working with Latinos.

  • Before programs are designed and implemented, considerable time must be spent getting to know the community and individuals within.
  • Relationships must be built with individuals and families as well as organizations.
  • Take the time to attend to the personal before moving to the task.
  • When it comes time to invite participation, do so personally by phone or face to face.

Create a welcoming Extension office.

  • Hang posters or set out decorative objects reflective of the Latino culture.
  • Have signs and printed materials available in Spanish.
  • Employ someone who speaks Spanish as the office receptionist.

Involve youth and families in the design of programs. Do not try to fit new audiences into existing programs designed for traditional Extension audiences.

  • Ask youth and families what they want for programs, identifying both needs and interests.
  • Be prepared to develop new programs (baile folklorico and soccer clubs, robotics and videography classes) or to modify existing ones (teach computer classes in Spanish).
  • Once programs are ongoing, seek regular feedback and keep parents informed of what is happening.

Create programs that reflect the Latino culture and create a comfortable learning environment.

  • Target programs specifically to Latinos. It is very appropriate for programs to initially attract primarily or exclusively Latino membership.
  • Deliver programs in a language that is most comfortable for families.
  • Seek Latino volunteers.
  • Offer a family approach to programs, for instance, parent/child sewing or computer instruction.

Offer separate volunteer training as needed. Most Latinos do not have an understanding of Extension as an organization or its programs. They also may have limited literacy in English and in Spanish.

  • Explain community-based youth development programs, the particulars of 4-H, and the role of volunteers.
  • Demonstrate programs.
  • Offer plenty of help with paperwork and carefully explain why information is needed, who will see it, and how it will be used.
  • Provide information in the preferred language of volunteers.
  • Use demonstration and group interaction to deliver training rather than relying on written information.

Proceed slowly, thoughtfully, and incrementally. Don’t attempt too much at one time.

  • Outreach programs usually require a good deal of support. Trying to quickly meet everyone’s needs will over tax outreach staff.
  • Staff will need to demonstrate programs, and volunteers often will need a period of mentoring in addition to group training before they are willing to take on leadership responsibilities.

Work with community partners. Partnerships promote the sustainability of programs. Partnerships are also critical to helping Latino youth and families access resources Extension cannot provide.

  • Work to build a local coalition in support of the positive development of Latino youth.
  • Help Latino families access resources by connecting them with other community organizations.
  • Help community organizations become more responsive to the Latino community.

Support outreach staff. A culturally diverse staff requires that attention be paid to developing effective working relationships. Cultural differences impact work styles, preferred styles of communication, and expectations.

  • Teamwork should characterize the work environment with frequent communication between staff.
  • Co-workers should acknowledge the importance of outreach efforts.
  • Time should be dedicated to helping all staff better understand cultural differences and to building trust between co-workers.

Provide state level Extension support and leadership. Working with the Latino audience represents risk-taking for many Extension agents. It puts them in an unfamiliar environment and challenges their feelings of competence.

  • Dedicating state staff time to outreach reinforces the importance of Latino outreach and brings additional resources to the effort.
  • State leadership also promotes connection between county outreach efforts, facilitating the sharing of information and experience and the development of a network of support.

Provide staff training. Building cultural competence takes both training and experience.

  • A planned staff development program focused on working with culturally diverse audiences increases skill levels and builds community among those who work in outreach.
  • Training should pertain to work with Extension audiences as well as to working relationships among Extension colleagues.

Develop supporting resources. Outreach will prompt requests for new resources, especially ones to help current staff understand diverse cultures and to help diverse audiences understand Extension.

  • These tools are important to the success of outreach staff.
  • Products developed in Oregon include a Latino Outreach web site, a publication on Latino volunteerism, a Spanish language video to explain 4-H to Latino youth and adults , and a bilingual 4-H recruitment brochure.

The Oregon Outreach 4-H experience has been extremely positive. The interest and involvement of Latino families, the personal and professional growth of staff, and the positive impact on our traditional audiences and other community organizations reinforce our commitment to reaching and engaging Oregon’s diverse communities.

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AgDiscovery Program, Purdue University https://ag.purdue.edu/omp/Pages/Summer-Programs.aspx

AgDiscovery Program, United States Department of Agriculture Animal and Plant Health Inspection Service https://www.aphis.usda.gov/aphis/ourfocus/civilrights/agdiscovery/ct_agdiscovery_program

Summer Apprenticeship Program, Tennessee State University http://www.tnstate.edu/agriculture/apprenticeship.aspx

Summer Program, Pennsylvania School for Excellence in the Agricultural Sciences (PSEAS) https://agsci.psu.edu/school-for-excellence

Summer Research Scholars Program, Cornell University https://scholars.pppmb.cals.cornell.edu/

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