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SAGARPA Climate Change Program:
Bi-National Extension Climate Change Training
New Mexico State University (NMSU)
Executive Summary
New Mexico State University (NMSU) College of Agriculture, Consumer and Environmental Sciences
Cooperative Extension Service (ACES-CES) will enter into a bi-national agreement with Secretaría de
Agricultura, Ganadería, Desarrollo Rural, Pesca y Alimentación - SAGARPA) and provide comprehensive
Extension Climate Change (ECC) training for Mexican University faculty, staff and students.
The principal goal of this proposal and budget is to support the Extension Climate Change Leadership
Development by helping to build the leadership capacity of Mexican Universities Extension staff and students.
Enhanced Extension Climate Change leadership will support the development of effective Extension Climate
Change Plans of Work, and a ECC model program that utilizes a university extension and outreach model to
increase climate literacy and support both adaptation and mitigation activities, for different and diverse groups.
While some climate information will be common to all groups, a “one size fits all” program may not be as
effective as tailoring components to individual groups such as agricultural producers, tribes, households, small
businesses etc. establishment of a network of institutions, working together to implement these Extension
Climate Change Plans of Work in the form of effective university/community engagement in the development
of rural Mexican communities, through rural and agricultural extension, technology transfer, and community
and youth development activities.
Our vision is a climate-literate society that is motivated and willing to act to reduce the impacts of global
warming through enhancing adaptive capacity and through climate mitigation activities. We see several
challenges to be addressed in achieving this vision, including (i) effective communication of the science of
climate change (ii) understanding how communities perceive the relevance of climate change amidst a host of
competing issues, (iii) reaching a diverse audience with limited resources and (iv) encouraging behavior
changes. Communication, education and Extension support are all key to overcoming these challenges. Building
on existing climate change science, curriculum and Extension education best practices, our proposed BiNational Extension Climate Change Training program (ECC) program will provide Mexican University, faculty,
staff and student participants, a comprehensive climate adaptation and mitigation program, grounded in the
fundamentals of extension education. This model approach will offer participants the training and tools to
promote effective adaption and mitigation actions through tailoring program content to meet the specific
needs of diverse groups. The target audience for the program includes rural and urban households and
agricultural producers.
Objectives of the ECC training program included increasing public understanding of climate change, engaging
individuals and households in reducing their carbon footprint, building the market for climate friendly products
and building public support for climate policies. Our training curriculum will build on Climate Leadership
Initiative (Mazze et al., 2008) objectives to include the concepts of vulnerability and adaptive capacity, and
fundamental of extension education and outreach. It is essential that people understand how they are
vulnerable to climate change impacts and how they can act to reduce that vulnerability. Indeed, adaptation
and mitigation practices are often finely intertwined and complimentary.
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Extension Climate Change Training Objectives Include:
Objective 1: Inventory current community-based climate/sustainability initiatives: best practice
There are many other public and private community-based climate and / or sustainability initiatives. These
initiatives can provide information on the best management practices for enhancing community adaptive
capacity and resiliency, and they can reveal what hasn’t worked and what pitfalls to avoid.
Objective 2: Community Leadership Training for Student Brigades
Training curriculum to prepare students for Extension work in the community will result in a much greater
impact on the community and a much more enriching experience for the students. Training curriculum for
student Brigades will parallel Extension Methods curriculum and will help prepare students to intentionally
support Extension Climate Change Program Plans of Work. Social Service students that work with Extension
Programs and faculty will gain the knowledge and skills to be effective in the communities they work,
regardless of the program area.
Brigadista Leadership Training: Best Practices for ECC Extension: This ECC Leadership Training Module will focus
on developing the leadership capacity of Student Brigadistas. The ECC Student Brigade Leadership training will
utilizes the dynamic model of civic and community engagement, looking at both theoretical and practical
strategies to improve community and public policy outcomes. The training will provide students with a
deliberate Extension model of community engagement, built on the core principles of participatory democracy,
reciprocal accountability, and intentional civility. Student Brigade participants will:
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Develop skills needed to collaborate and build community.
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Build on leadership skills required to mobilize communities and engage with in Extension programs.
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Collaborate and share experiences with, and develop a network of, local peers engaged in community
collaborations, both during tier social service requirement and subsequent to their participation.
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Broaden and deepen their capacity to engage communities with populations that are ethnically,
culturally, and socially diverse.
Objective 3: Provide a training framework for training the trainers – identify extension climate change
education and communication strategies for different groups
Objective 2 forms the core of this proposal because it focuses directly on the information and communication
strategies that ECC faculty and students will need to learn in effectively delivery of their extension programs.
This objective will involve reviewing best strategies for communicating climate change impacts and solutions, in
the context of the social, economic and environmental needs of the community.
Extension Climate Change Training: Proposed Target Audience and Delivery Methods
Propose 3 ECC Trainings in US, New Mexico at New Mexico State University (NMSU). Each ECC training will
include 4 universities and not more than 32 individuals—3 faculty/staff and 5 students; 8 total per university x
4 universities = 32 participants per training. Universities will be selected from each of the 3 Climate Hub
Regions. Below is a list of universities, by Climate Hub Regions:
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Hub 1: University 1. 2, 3, 4
Hub 2: University 1, 2, 3, 4
Hub 3: University 1, 2, 3, 4
Training will be 2 weeks long. Training topics will include several of the training modules listed below and will
involve professional and personal interaction and dialogue with NMSU administration, faculty and staff,
community leaders, producers, volunteers and 4-H youth.
Extension Climate Change Training
Training Modules: The following proposed ECC training modules have been identified as core curriculum and
activities for effective Extension Climate Change Leadership Development. The following list is NOT and
exhaustive list of training modules and fully expect our Mexican colleagues to identify other areas of leadership
development that are important.
Module1: Core Program Areas: There are many social, economic and environmental needs and opportunities in
each community. Each University has an intellectual capacity of faculty and students—knowledge and skills
that can help communities with many of these identified needs and opportunities. In time, each university
partner as part of national extension model will define its local, regional and national program priority areas.
On site visit to NMSU Extension programs will provide observation of and hands on activities of core programs
areas of NMSU Extension, direct interaction with Extension Faculty, staff and volunteers. Many traditional
program areas include:
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Climate Change
Agriculture
Home Economics (Family and Consumer Science)
4-S Youth Development
o Organizational Structure
o 4-S Projects and Curriculum
o 4-S Awards and Recognition
Community Economic Development
Module 2: Developing Extension Climate Change Programs: Possibly the most important consideration in
doing good extension work, is planning for it. The scholarship of extension work is fundamentally grounded in
the development and documentation of extension programs—i.e. Plans of Work. This is where each university
will describe how they will support program priorities in the local communities through a university based—
faculty and student, Extension Climate Change programs, clearly articulating program plan, design,
implementation and evaluation.
Included in this training module:
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What Is a Program?
Plan of Work
Extension Program Objectives
o Extension Objectives Must Be Educational
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o Defining Objectives
o Criteria for Judging the Usefulness of Objectives
Building Extension Programs
o Principles of Program Building
o The Role of Extension Workers
o The Supervisor’s Role
o The Specialist’s Role
o The Local Extension Worker’s Role
Module 3: Extension Climate Change Teaching and Learning Methods: An important training opportunity in
Extension is Teaching and Learning Methods. There are many proven methods to educate adults and children.
Mexico universities have many good “best practices” for working with rural communities already developed.
The opportunity is to develop Extension Program Plans and supporting Plans of Work that will/can effectively
evaluate and validate the impact of these teaching methods. Plans of Work and related teaching methods that
can be effectively validated is one of the first steps to increasing the university REINU Extension program
capacity to address similar needs in multiple communities.
Module 4: Evaluation: The so What? Did you/we make a difference? Evaluation is a part every good extension
program plan and plan of work. Not an option. As previously mentioned, the evaluation process will validate
the teaching methods and learning objectives and outcomes. Topic included:
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Why Should We Evaluate?
The Process
Analyzing the Evidence
Reporting methods
Module 5: Characteristics, Duties, and Qualifications of Extension Educators: In addition to County and
state specialist, Mexico will need to describe the characteristics, duties and qualifications of Social Service
Student Educators. We will work with our Mexican colleagues to do this.
 Qualifications of Extension Educators
 Characteristics of Extension Educators
 Duties of Local Extension Educators
 Duties of Subject Matter Specialists
 Duties of Social Service/Student Brigades Extension Educators
Module 6: ECC Social Action Model
The success of any community or area social and economic development program depends in large part on
how effectively the program mobilizes human and non-human resources in the action phases. If not carried
through to action or completion, the best plans are of little consequence; they accomplish little beyond
providing a stimulating exercise for the planners. Mobilizing the resources of a community or area to achieve
the objectives of social and economic development is a process of social action.
This Leadership Training Module discusses the process of social action and outlines how this process may be
used most effectively by individuals and groups who choose to work toward bringing about certain changes in
their community or are.
Module 7: ECC Community-Based Learning Environment
In education, the term standards-based learning refers to systems of instruction, assessment, grading, and
academic reporting that are based on students demonstrating understanding or mastery of the knowledge and
skills they are expected to learn as they progress through their education. (See figure below)
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This Leadership Training Module will explore the application for standards-based learning environment to
“community-based” learning environments. This model will add additional skills and knowledge to Module 6:
ECC Social Action Model
TRES PREGUNTAS DE GUÍA EN UN ENTORNO DE APRENDIZAJE BASADO EN COMUNIDADES
Adaptación de Standard-Based Learning
INDICADORES DEL ENTORNO DE APRENDIZAJE BASADO EN ESTÁNDARES (SBLE)
1. La lección de Extensionismo proporciono oportunidades para que los miembros de la comunidad
hicieran conjeturas sobre la lección y/o ideas.
2. La lección Extensionismo fomentó el desarrollo de la comprensión conceptual
3. Los miembros de la comunidad explicaron sus respuestas o estrategias de solución
4. Múltiples perspectivas/estrategias fueron impulsadas y valoradas
5. El instructor de Extensionismo valoró las declaraciones de los miembros de la comunidad sobre los
temas y las utilizó para iniciar la discusión o para trabajar hacia la comprensión compartida de la
comunidad.
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FICHA DE REGISTRO UNIVERSITARIOS
Entidad Federativa: _____________________________________
Fecha de registro: ______________________________________
N° de Registro: ______________________________
(Núm. asignado por SAGARPA)
(día / mes / año)
DATOS PERSONALES
Apellido Paterno, Apellido Materno, Nombre(s):
Domicilio: Calle, Nº externo e interno, Colonia, Localidad, C.P., Municipio, Estado:
Nacionalidad:
Edad (años cumplidos):
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Sexo: Masculino (
) Femenino (
Visa:
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Describe las actividades relacionadas a tu carrera que llevas a la práctica actualmente:
Carrera y último grado de estudios:
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FICHA DE REGISTRO UNIVERSITARIOS
Propuesta de Plan de Trabajo para llevar a cabo al término de la capacitación con el próposito de transferir los conocimientos adquiridos
durante su estancia de capacitación en la Universidad Estatal de Nuevo Mexico (NMSU).
Descripción: Un plan de trabajo es un esquema de un conjunto de metas y procesos mediante los cuales una persona puede lograr esos
objetivos, ofreciendo una mejor comprensión del enfoque del proyecto. Los planes de trabajo, tanto si se utilizan en la vida profesional o la
académica, ayudan a mantener la organización mientras se trabaja en algún proyecto. A través de los planes de trabajo, uno divide un proceso
en tareas pequeñas y alcanzables e identifica las cosas que se quieren lograr.
Me comprometo a que al término del curso de capacitación en la Universidad Estatal de Nuevo Mexico, llevaré a cabo lo propuesto en mi plan
de trabajo, con el fin de replicar lo aprendido a través de capacitación teórica y práctica a los jóvenes de mi comunidad y/o región.
NOMBRE Y FIRMA DEL PARTICIPANTE