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Back to the Kitchen: National Childhood Obesity Awareness Month OSU Extension Family & Consumer Sciences Social Media Campaign
Research Protocol
I. Objectives
Social Media Campaign Objectives:
1. To educate the public about relevant topics during National Childhood Obesity Awareness
Month in September 2012
o Childhood obesity education
Topics: health, nutrition, recipes, parenting
o Audience: parents (possibly also teens that would be online)
2. Professional development for Ohio FCS Extension staff to increase use and ease of use in social
media technology.
3. General online marketing of OSU Extension
Stakeholders who could potentially use information garnered from the campaign evaluation would
include: the creator of the social media campaign, the FCS Assistant Director, the Director of
Extension, various county commissioners across the state of Ohio, and the FCS professionals
themselves.
II. Background & Rationale
The Importance of Family Meals
In 1900, 2% of meals were eaten outside the home. In 2010, 50% were eaten away from home and
one in five breakfasts was documented as being from McDonald's. Most family meals took place
about three times a week, lasted less than 20 minutes and were spent watching television or texting
while each family member ate a different microwaved "food." In addition, more meals seemed to be
eaten in the minivan than the kitchen (Hyman, M., 2011).
According to Whitaker, Deeks, Baugham & Specker (2001) over the past few decades, family meals
have undergone changes that have led to negative effects on the eating habits, food choices, family
ties, and the sociability and adjustment of adolescents. Many families now use activities as the
excuse for not sitting down to the dinner table together, rather than seeing it as a choice of
priorities they have made. One variable that affects the amount of time families have to eat healthy
meals together at home is the involvement of children (especially middle and high school aged
children) in school and out-of school activities. In a family meal-time study conducted by Schwartz
(2005), 90% of respondents indicated that their children’s busy schedules during most days of the
week were an influencing factor on whether they chose to eat together. In addition, another study
focused on the eating habits of teens reported that 51% of families surveyed ate fast food as a
family meal one to two times a week. Seven percent said they had fast food for dinner three to four
times a week (University of Minnesota, 2007). However, “planning more meals at home provides an
opportunity for parents and children to consider food preferences and plan menus, allows for
conversation about the day, and creates a setting for adults to model healthful attitudes toward
food and eating” (Gable, Chang & Krull, 2007).
Nancy Gibbs of Time declared in a June, 2006 article that “a dying tradition is coming back” and cites
statistics that have proven that kids who eat family meals are healthier, happier, and better
students. Regular dinnertime has been associated with less adolescent risk for a variety of
internalizing behaviors such as depression, weak self-esteem, suicidal thoughts, attempted suicide,
withdrawn or distressed behavior, and behavioral problems (Eisenburg et al, 2004; Fiese el al., 2002;
Hofferth & Sandberg, 2001). “The older kids are, the more they may need this protected time
together, but the less likely they are to get it” (Gibbs, 2006). Research does indicate that many
parents of school-aged children are overwhelmed with meal planning and preparation (Nicklas,
Morales, Linares, Yang, Baranowski, de Moor, & Berenson, 2004.) Frequency of family meals has
been reported as significantly higher among middle school students than among high school
students, nodding to the demands of the “overscheduled” lives of teenagers and their families
(Neumark-Sztainer, Hannan, Story, Croll & Perry, 2003). Most shocking to some parents might be
the research showing teenagers actually want to eat more meals with their family. In the same
study, although 74% of adolescents indicated that they enjoyed eating meals with their families,
53% reported “different schedules don’t let us eat meals together on a regular basis” (Neumark-
Sztainer, et al. 2003).
Frequency of family mealtime seems to decline as kids reach the teen years. Although a majority of
12-year-olds in a study published by the National Center on Addiction and Substance Abuse (CASA)
at Columbia University (2010) said they had dinner with a parent seven nights a week, only a quarter
of 17-year-olds did. The CASA study also found that the number of adolescents eating with their
family most nights has increased 23% since 1998. These results seem to conflict with other recent
studies, which may warrant more research; most studies show that only about one third of children
and adolescents eat dinner with their families every day (Gillman, et all, 2000; Neumark-Sztainer,
Story, Ackard, Moe, & Perry, 2000).
Influences on family mealtime
Parents have direct control over the home environment and what foods or activities are available in
the house (Rhee, 2008). However, when parents become overwhelmed before even returning home
from work for the evening, they tend to resort to the easiest options for dinner. The major barriers
cited by adults for not having regular dinnertime are typically related to overscheduled calendars,
busy lifestyles, and the challenges of balancing work, family, and children’s activities (Jacob, et al.,
2008).
In a 2001 study, parents reported enjoying the bonding-time they experienced with their children at
meals, but they also reported limited time for meal preparation and frequent multi-tasking at
mealtime. The study showed that they wanted their children’s help with meal preparation, but they
were concerned about the time and “mess” involved. Parents were also frustrated with the limited
range of food items their children would eat, which tends to be a common concern from parents
(Fulkerson, Kubik, Rydell, Boutelle, Garwick, Story, Neumark-Sztainer, & Dudovitz, 2001). To quote a
parent from that study: “Well in my household, I’m the first one that gets there and I start to make
whatever is the quickest thing. When I get home, I’m tired… and I don’t want to do much. Whatever
is done the quickest way that’s what they’re going to eat” (Fulkerson, et al. 2001).
Gender differences seem to play a vital role in family mealtime planning, preparation, and structure.
Adult men and women differ in their responsibility for family meals (Charles & Kerr, 1988; Statistics
Canada, 1999). The Canadian General Social Survey (1999) found that men spent 36% as much time
as women in the preparation and clean-up of meals, but spent as much or more time in consuming
meals. Women, on the other hand, spent more hours cooking and cleaning up. Furthermore, in a
2003 study published in the Journal of the American Dietetic Association, the average frequency of
family meals over a period of one week was highest among children and teens whose mothers were
not employed and lowest among children and teens whose mothers worked full-time (Neumark-
Sztainer, et al. 2003).
In regard to parental employment status and its effect on family mealtime, in a recent study work-
family conflict increased significantly as work hours increased for the high work interference with a
specified “dinnertime group”… but not for the low interference group. This suggests that work hours
are associated with higher levels of work-family conflict specifically when work interferes with
dinnertime. (Jacob, et al. 2008). Perhaps an even more important finding of that same study is only
women benefited from the attenuating effect of not missing dinnertime on the relationship
between work hours and work-family conflict. When the sample was divided by gender, women
demonstrated the negative relationship between work hours and work family conflict. This finding
may support the theory that women feel a greater responsibility for dinnertime and thus experience
greater benefits when they fulfill a responsibility that is consistent with their perceived role (Jacob,
et al. 2008).
Parental education level, another influence on family mealtime, has been shown to be more
strongly related to fruit and vegetable consumption than any other variable of social class (Gibson,
Wardle, & Watts, 1998). Higher parental education has also been associated with health
consciousness in food choices (North & Emmett, 2000). In a 2003 study, adolescents whose parents
were relatively more educated had higher intakes of carbohydrates, protein, fiber, folate, vitamin A,
and calcium; higher consumption of vegetables; and greater likelihood of consuming the
recommended servings of dairy products (Xie, Gilliland, Li, & Rockett). Mothers’ education level was
inversely related to preschool children’s added sugar intake and adolescent’s percentage of energy
from fat (Krant & Siega-Riz, 2002). Exclusive use of whole milk was highest in families in which
parents had less than a high school education, and use of reduced-fat milk was highest among
children who had college-educated parents (Dennison, Erb, & Jenkins, 2001).
Other research has reported that income is also a predictor of eating patterns. As many as 40% of
lower income adolescents do not meet recommended daily consumption of fruit and vegetables
(Neumark-Sztainer, Story, Resnick, & Blum, 1998). Also, cultural differences regarding the types of
foods consumed at family meals as well as other social and environmental influences from peers,
school, or mass media may influence the eating behaviors of minority youth and attenuate or alter
the effect of family meals (Rhee, 2008).
Diet
“Regular dinnertime has been associated with improved dietary quality, healthy food-related
attitudes, behaviors, consumption patterns, and less risky eating and weight control behaviors”
(Gillman et al, 2000; Neumark-Sztainer, et al. 2003; Neumark-Sztainer, Wall, Story, & Fulkerson,
2004; Stanek, Abbot, & Cramer, 1990; Videon & Manning, 2003). Specifically, eating frequency of
family mealtimes has also been associated with increased discussion and knowledge of nutrition-
related topics (Gillespie & Achterberg, 1989). Families who eat together tend to make healthy but
similar meals on a day-to-day basis. Research has shown frequent exposure to an unfamiliar food
can result in increased consumption, liking, and preference for that food (Wardle, Cooke, et al.
2003; Wardle, Herrera, et al. 2003). Research has shown that frequency of family meals has been
positively associated with intakes of fruits, vegetables, grains, and calcium-rich foods, and negatively
associated with soft drink intake.
“In preschool aged children, it seems emphasis should be placed on encouraging parents to provide
home-cooked meals that mirror those eaten by the adults in the family to improve vegetable intake”
(Sweetman, McGowan, Croker, & Cooke, 2011). Frequency of family mealtimes was not associated
with preschoolers’ vegetable consumption or liking, however parental role modeling, ie, eating
similar food, was associated with greater consumption and liking of vegetables (Sweetman, et al,
2011). However, one study with preschoolers showed intake of fruit and vegetables were positively
associated with the number of nights the family ate together (Fitzpatrick, Edmunds, & Dennison,
2007). Because children’s eating habits and food preferences develop early in life and tend to track
into adulthood, the impact of family mealtimes on dietary quality in the early years is extremely
important (Lytle, Seifer, Greenstein, & McGovern, 2000; Lien, Lytle, & Klepp, 2001).
Adolescents who have at least seven family meals during the course of one week have reported
lower intakes of snack foods than youths who reported fewer family meals. (Neumark-Sztainer, et
al. 2003). And a 2009 study suggests the importance of developing healthy eating habits early on, as
regular family meals were positively associated with adolescents’ diets after a 5-year period in
regard to frequency of breakfast, lunch, and dinner meals for males and breakfast and dinner meals
for females. Among males, regular family meals were negatively associated with fast-food intake 5
years later. Regular family meals were also positively associated with daily intakes of vegetables,
calcium-rich food, fiber, calcium, magnesium, potassium, iron, zinc, folate, and vitamins A and B6
among both genders (Burgess-Champoux, Larson, Neumark-Sztainer, Hannan, & Story, 2009).
Another recent study in the Journal of American Dietetic Association found that teens who ate with
their families consumed more fruits and dark green and orange vegetables, two of the healthiest
(Hockett, 2007).
Obesity
“Above and beyond child sex, race, and family SES, children who… eat fewer meals with their
families during kindergarten and first grade are more likely to be clinically overweight at third
grade” (Gable, et al, 2007). The 2007 Gable study found that for each family meal per week that
children do not experience, the risk for persistent overweight increases 1/0.92 times” (Gable, et al,
2007). Similarly, a study published in the Official Journal of the American Academy of Pediatrics
found that children and adolescents were 12% less likely to be overweight in families that had at
least 3 shared family meals per week than those who ate fewer than 3 shared family meals per week
(Hammons & Fiese, 2011). Anderson and Whitaker, from Ohio State University, published an
additional study in the Official Journal of the American Academy of Pediatrics (2010) which suggests
that regressing from modern dietary habits could slash the risk for obesity by 40% for four-year-olds.
Their study, which focused on the relationship between household routines and obesity, charted
three separate family routines: eating an evening meal as a family more than five times a week,
sleeping at least 10.5 hours a night and watching under two hours of TV on weekdays. Among
children whose families practiced all three routines, 14% were obese. In contrast, the figure for
those living in households which had none of the routines was 24.5% (Anderson & Whitaker, 2010).
Age may also be a factor in obesity risk, as well as portion size, which are both affected by the
frequency and dietary quality of family meals. According to Rhee (2008), a “significant jump in the
prevalence of children at risk for overweight and overweight children occurs between preschool
(ages two to five) and grade school (ages six to eleven years)”. Rhee also suggests that portion size
plays an important role in the amount of food a child consumes. One means of circumventing the
impact of large portion sizes may be to allow children to choose their own portion size, or serve
themselves as they get older (Rhee, 2008).
While some research ties family meal-time frequency and obesity prevention and risk, given the
importance of the family environment in regard to healthy eating and activity, some researchers
have suggested a void exists of childhood obesity prevention research that focuses on the family
(Fulkerson, Rydell, Kubik, Lytle, Boutelle, Story, Neumark-Sztainer, Dudovitz, & Garwick, 2010).
However, current USDA funding projects focused on family routines, specifically eating patterns and
routines, and the impact on obesity rates and risk, will likely increase the literature available on this
topic.
How Families can Incorporate Healthier Options and Increase Family Meal-Time
Putting healthier diet strategies into practice like incorporating healthier food choices and habits
into everyday schedules can be difficult for many families. Thus, taking researchers’ advice on how
to utilize their findings with “the average family” is especially important. Community-based
programs have long been a favorite educational tool for dieticians, family life educators and
Extension professionals. However, attracting clientele to face-to-face programs can be difficult
during an era when online education seems to be the norm. Knowing which program topics are
desired from current and potential clientele can help. Research has offered such suggestions:
preferred program ideas from focus group parents in a 2001 study included feeding tips/recipes,
meal planning/preparation, and changing food offerings. Findings indicate a need for creative
programs and professional nutrition guidance to facilitate family engagement in planning and
cooking quick, healthful meals, development of skill building, and increasing healthful food
consumption (Fulkerson, Kubik, Rydell, Boutelle, Garwick, Story, Neumark-Sztainer, & Dudovitz,
2001).
Hands-on learning is extremely essential in developing healthy eating habits for both parents and
children. “Working with families to develop realistic plans for preparing healthful meals at home
may be a feasible starting point” to creating a familial setting for adults to model healthful attitudes
toward food and eating (Gable, et al. 2007). Hands-on programs can also focus on cooking planning
and techniques such as bulk cooking. Parents can be informed that by cooking on weekends and
doubling a favorite recipe, they can enjoy one meal for dinner that evening, and then freeze the rest
to enjoy some evening when they’re too tired to cook. Soups and casseroles are especially good to
freeze and could serve as an easy hands-on learning activity that would allow parents to put this
knowledge into practice.
In regard to making healthier dietary choices available throughout the day, not just at mealtime,
research has shown that since high preference for healthy foods such as fruits and vegetables is a
significant factor in a child’s consumption of these foods, shaping these preferences via frequent
exposure and increasing availability may be an important tool in a child’s life (Rhee, 2008). Also,
behavioral theories suggest that making fruits and vegetables more easily accessible by putting
them in a place where the child can easily reach them (e.g., in a bowl on the table or on a lower
shelf in the refrigerator) and preparing them into sizes that are easy to eat (e.g., fruit cut into bite-
size pieces) may increase the child’s intake of these foods (Rhee, 2008). As children begin to
frequently snack on healthy items, they may be more likely to eat them during mealtimes.
Welcoming kids into the kitchen is also important. A 2006 study reported that in general,
adolescents who prepared food was related to more healthful food choices. Preparing food was
positively associated with fruit consumption in male adolescents and was positively associated with
fruit and vegetable consumption in female adolescents. Preparing was also negatively associated
with soft drink consumption among female adolescents and fried food consumption among male
adolescents. In contrast, frequency of food shopping was related to greater consumption of fried
foods among female adolescents (Larson, Story, Eisenberg, & Neumark-Sztainer, 2006). Teens
should be encouraged to help with meal preparation and may benefit from interventions and
programs that teach skills for cooking and making healthful purchasing decisions.
So how specifically can experts further assist families in practicing healthier dietary and family meal-
time habits? “Family life educators and extension educators can develop resources that promote
family dinnertime for a wide variety of end users. These work and community contexts could
support family dinnertime as an important priority not only by providing education on the benefits
of family meals but by also providing the necessary planning, organization, and cooking skills to
facilitate the attainment of more regular nutritious and healthy family meals” (Jacobs, et al., 2008).
Tools & Resources for Families
Many families look for information on the go, so it comes as no surprise that a wealth of resources
exist online for families who are looking to eat healthier and eat more often at home.
Choosemyplate.gov offers tools and resources for parents, children, and teens focused on topics
such as dietary recommendations, meal planning, and incorporating more physical activity into daily
routines. The Dairy Council of California maintains the Meals Matter website that includes extensive
meal planning information and tools such as shopping lists, and even a food personality quiz.
Sponsored by the JM Smucker company, The Power of Family Meals website features a “recipe of
the day,” and “My Family Meals” feature with recipe box and grocery list options. Similarly, Oregon
State University Extension’s Food Hero website houses a vast array of recipes for families with
children of all ages as well as information on portion size, when to purchase certain fruits and
vegetables in-season, and even helpful downloads. For families who are looking for more in-depth
and educational information about healthier eating habits, the University of Minnesota Extension’s
Family Mealtime online course offers a self-study program for parents and interested adolescents.
Other website resources are focused on inviting children into the kitchen and allowing them to
become acquainted with more healthy food options by involving them in the cooking process.
Kansas State University’s Kids a Cookin’ website features recipes that kids can help prepare
alongside parents and eXtension’s Prepare and Eat More Meals at Home resource site also includes
kid-friendly recipes they can help create and cook, along with parental tips and suggestions for
cooking with kids.
Many apps for Facebook and Smartphones are also available for families, and are more likely to be
utilized than self-study courses online or educational fact sheets. The Super Tracker app from
Choosemyplate.gov allows users to easily track their daily dietary intake and physical activity, while
the Dairy Council of California’s Eat Better, Eat Together Facebook application can post updates on
the user’s Facebook Timeline for their friends to see, which could assist in holding the individual
and/or family more accountable for incorporating healthier food choices and habits into their
lifestyle. Fooducate, a popular mobile phone app gives users the option of scanning any barcode to
receive real-time nutrition information about the food “in the package” and provides them with
more nutritious options on the spot while the Epicurious app focuses mainly on recipes for any
occasion (from weeknight dinners to healthy snacks) and shopping list features. Kids may find Smash
Your Food especially fun, which is an iPhone and iPad app that allows kids to “smash” certain foods
and find out what they’re “made of” (nutrients, fat, oils, etc.) Another popular iPad app for younger
children brings them into a virtual kitchen and introduces them to the fun of cooking with healthy
ingredients - Little Cook. Once they have mastered a virtual kitchen with Little Cook, older kids can
put their knowledge to work with the Big Fork, Little Fork app from Kraft (although parents should
note Kraft products, including hot dogs and macaroni and cheese, are front and center in most
recipes). Big Fork, Little Fork is a good starting point however, to bring kids into the kitchen and get
them excited about cooking.1
Conclusion
Consistent family meal-times are linked to healthier, happier family members of all ages, parents
and children alike. Frequent family meals improve dietary quality, introduce new foods into the
family’s diet, provide de-stress and communication time, and provide children with healthy dietary
1 See Appendix for a complete list of links related to the tools and resources included in this section.
and eating habits they carry into adulthood. Parents can take the benefits of family meal-time to the
next level and include their children in the planning, preparation, and cooking of family meals to
provide even more opportunities for them to learn not just healthy eating practices, but how to
prepare and cook fruits and vegetables and other healthy ingredients. While work, time, and
financial constraints inhibit today’s busy families from adopting healthier eating practices, experts
and educators can offer various hands-on programs, share realistic tools and resources, and provide
support and encouragement to empower them to weave a healthier dietary lifestyle into their daily
routine. Just one family meal at a time can make a difference in the long-term health of parents and
children.
Current Technology
In a technology readiness assessment study (Assessing County Extension Programs’ Readiness to
Adopt Technology) conducted by Oregon State University Extension in 2009, time, money, and
training “were identified as key barriers and constraints that keep faculty and staff from adopting
technology as useful tools” (Diem et al., 2009). A loss of county funding and staff, coupled with a
mass movement of organizational change is not a recipe that will foster acceptance for other
changes, especially technological ones. The Oregon State study also found that Extension
professionals are generally in denial about the importance of current and future technology trends.
Respondents of the study stated that they believed technology would take time away from getting
work completed, that it was not valued by their clientele, and that it would detract value from
programming.
When considering whether these assumptions are true, there are many important statistics to
consider. Wikipedia, the online wiki powerhouse, has over 5 million users who edit, add, and delete
content every day. When it comes to blogging, 346 million people worldwide and 77% of active web
users read blogs. The trend also grew by an astounding 68% in 2008 (Varcoe, 2009). How do
Extension professionals take advantage of new technology trends? In a study conducted by
Elizabeth Wells at Michigan State University Extension, 97% of participants had never edited a wiki,
89% had never exchanged an instant message with a colleague or client and 73% had never posted
an article to a web site or blog.
Extension professionals have also stated that their dedication to traditional clientele prohibits them
from adopting new technology. Many feel that their programs rely on personal contacts and
relationships. “Catering to existing, high-maintenance traditional audiences is being done while
sacrificing the opportunity to reach new audiences” (Diem et al., 2009). While most Extension
professionals feel traditional clientele are resistant to new technology, current trends are showing
otherwise. Jerold Thomas (personal interview, November 18, 2009), innovation and new technology
leader for OSU Extension describes agriculture Extension clients as being one of the fastest groups of
technology adopters. In fact, many of them have taken to “tweeting from the tractor”, surpassing
some technology adopters by ditching their PCs for portable PDAs (Diem et al., 2009). Even hard to
reach audiences, who are generally thought of by professionals to be unreachable via technology
are finding ways to afford or use PCs and Smartphones to connect themselves with the online world.
However, while some clientele may be quick to adopt technology, there are some who will
inevitably be resistant. A balance must be maintained between satisfying older generations of
clientele with face-to-face programming and reaching out to future clientele online.
Extension professionals and clientele are not the only barriers that exist. Extension administration
as well as the bureaucratic organizational structure of the system has proven to be a hindrance as
well. The Oregon State assessment study found an interesting hiring tend with new employees; new
hires generally had the same “technology ethic” as existing staff, especially on the county level
(Diem et al., 2009). Another hurdle that exists is the difference in definition of the word
“programming” among generations of Extension professionals. To older professionals,
programming is seen in the form of tangible curriculum and program content; to the younger
generations, programming can be seen through multiple lenses – not only does it involve
curriculum, but online social networking and education as well.
The Next Generation of Extension Professionals
“Millenials – the American teens and twenty-somethings who are making the passage into
adulthood at the start of a new millennium – have begun to forge their [generational personality]:
confident, self-expressive, liberal, upbeat and open to change” (Taylor & Keeter, 2010, p. 1.) This
generation of young Americans will forever change the way Extension manages professionals, staff,
and programming.
Millenials claim that technology is what sets them apart from previous generations – and with good
reason. “They are history’s first ‘always connected’ generation. Steeped in digital technology and
social media, they treat their multi-tasking hand-held gadgets almost like a body part” (Taylor &
Scott, 2010, p. 1.) Furthermore, they are the “first generation in human history who regard
behaviors like tweeting and texting, along with websites like Facebook, YouTube, Google, and
Wikipedia not as astonishing innovations of the digital era, but as everyday parts of their social lives
Comment [A1]: need to add this citation in other locations where your cite Jerry.
and their search for understanding” (Keeter & Taylor, 2009, p.1.) Extension is an organization that
has facilitated most programming by utilizing a traditional face-to-face method. Only recently have
Extension systems in various states started to experiment with online programming. In a study
conducted by Elizabeth Wells at Michigan State University Extension (2009), 97% of participants had
never edited a wiki, 89% had never exchanged an instant message with a colleague or client and
73% had never posted an article to a website or blog – all of which are second nature to Millenials.
Extension leaders must hear the call to action – programming will have to fundamentally change in
order to accommodate the skills and knowledge of what is being called “Generation Next.” Not only
will staffing be impacted by Millenials, but future clientele will also require different teaching
methodologies and information given via online tools such as social media, etc.
OSU Extension’s Relationship with Current and Future Technology
Before the organization can successfully implement various technologies into our programming, we
must first understand the new definition of “knowledge” and how social media has impacted how it
is shared. This transformation was identified as early as the year 2000 when colleagues addressed
that “Extension is rapidly being drawn into a competitive knowledge marketplace” (King & Boehlje,
2000). However, nine years later we are still struggling with Extension’s role in this new distribution
of knowledge. In recent years and even months, the global population was no longer waiting for
experts to give them information – they were finding it themselves. Today, with the extremely quick
rise in importance of social media, that information is finding them (Qualman, 2009). Extension’s
mission is to take the University to the people. To do so, we should go to where the people “are.”
Today we can find them online and on their PDAs, engaged in a variety of social media. What is
Extension’s role in this? How can we compete? The answer is that we do not compete – we join.
Not only does Google greatly influence how today’s populations are engaging, “the big three”
(Facebook, Twitter, and LinkedIn) have an enormous impact as well. For example, by 2010,
Generation Y outnumbered Baby Boomers - 96% of them have joined some form of a social network
(Qualman, 2009). Let there be no doubt that this is where the vast majority of Extension’s future
clientele are already located – and they should not be ignored.
By encouraging Extension professionals to create and utilize their own social networking accounts, a
new audience can be identified and catered to virtually. Examples include the successful impact of
blog-components of programs. The Move It Miami County blog developed by Extension staff in
Miami County, Ohio has received over 7,500 hits since the beginning of the program, providing
educational, reliable information to nearly 200 participants as well as an average of 70 individuals
each day nationwide who also viewed its content. This statistic brings to light the incredible power
of engaging our audiences virtually. Our organization has traditionally been viewed as focusing on
Outreach. However, we should be moving toward a greater focus on Engagement. Engagement is
what our modern audience craves the most at this particular time, according to Thomas (personal
interview, November 18, 2009). The need for the organization to be more interactive with clientele
will only increase as the expectation of programming and the availability of information online
increases (Diem et al., 2009).
The increased use of smartphones by the global population forces Extension to look at the potential
of utilizing Smartphone technology. With over 2 billion devices in use, mobiles eclipse the estimated
750 million PCs (Siemens, 2009). Similar to modern clientele, professionals may need to be
available 24/7 (as they expect from other sources of information), be active in various forms of
social media, as well as create and edit wikis. “Our learning content must be available to the device
and in the environment they desire” (Siemens, 2008). Eighty-percent of Twitter usage is outside of
the Twitter website; people update anywhere, anytime (Qualman, 2009).
Best Practices and Evaluation of Social Media Campaigns
While it is evident that Extension programming should somehow expand into the social media
realm, many Extension professionals have struggled with this transition. Social media guidelines and
tips for best practices in the field have just now begun to surface. Two of the most helpful social
media guides for Extension programming are the Discover Your Social Web and Discover Your Social
Brand guides published by the Ohio Farm Bureau. Developed by agriculture social media guru Dan
Toland, Both guides offer best practices tips and suggestions, as well as include step-by-step
instructions on how to create social media profiles to engage with clientele. The guides are
extremely user-friendly and offer the best introduction to social media for Extension professionals
interested and/or eager to learn this new method of reaching clientele. According to Toland, “your
brand isn’t a product, it isn’t a jingle or a message, it’s an experience [online]. Instant
communication and social media are firmly entrenched in our lives. People are spending more and
more time on social media and less and less time on your website. So how do you reach them? How
do they keep up with you?” (Toland, 2011).
Evaluation of social media programming, campaigns, and best practices has also been lacking.
However, Amelia Burke, Director of Digital Media for the Center for Health Communications at the
Academy for Educational Development (AED) insists that social media campaigns can be planned
well and in return, evaluated efficiently. A marketer by trade, Burke suggests the use of the
S.O.C.I.A.L. (Strategic Online Communication, Insights, and Learnings) framework for basic program
planning and evaluation when utilizing social media campaigns as a form of programming. By
focusing on goals, target audience, where the audience is and what they are doing, budget, and
evaluation during the program planning process, the S.O.C.I.A.L. framework will already be
integrated into the evaluation of the campaign. According to Burke, while “there is no industry
standard for measuring social media, evaluation frameworks have evolved similarly in that they are
fragmented without one industry standard being held above all else” (Burke, 2011). The S.O.C.I.A.L.
framework suggests that “digital campaigns can be measured through the three-pronged paradigm
of Reach, Insights, and Actions” (Burke, 2011). Thus, a social media campaign can be evaluated by
looking at page impressions, click-through-rates, survey results, and tangible actions taken by
consumers of the information (Facebook comments and other forms of engagement) for example.
Burke also mentions in her article “Planning and Evaluating Digital Media Campaigns for the Public
Sector” (2011) that an exciting aspect of social media technology is that it levels the playing field for
public service fields. As she notes – “you can’t buy attention anymore. Having a huge budget doesn’t
mean anything in social media. Now you get back what you authentically put in. You’ve got to be
willing to play to play” instead of pay to play (Burke, 2011).
III. Procedures A. Research Design
This particular design will follow a causal design in that it seeks to answer if the
program’s anticipated objectives were met and if the method of the campaign’s delivery
was effective in many ways (both as an online educational tool and as a professional
development tool). The evaluation will follow an experimental design by gathering a
census of data from all FCS professionals that participate in the campaign using both pre
and post-test surveys, along with a follow-up survey. A census of all FCS professionals
participating in the campaign should be more than plausible, as there are not many FCS
professionals in Ohio. The pre-test, post-test, and follow-up survey instruments will be
similar in the nature of questions asked, however additional questions will be included
on the post-test to gauge the effectiveness of the campaign as a professional
development tool for participants. Questions that are identical on both the pre-test and
post-test will also be included in the follow-up survey.
The pre and post –test collection of the data will give insight into how much more (or
not) FCS professionals became using social media tools together as a group during the
campaign as well as how effective their social media profiles (personal and professional)
were in respect to reaching and engaging with online clientele before and after the
campaign. The follow-up data will provide information about the “lasting effects” of the
campaign for both FCS professionals and reaching online clientele, as well as give insight
to long-term impacts of the campaign.
B. Sample The sample to be evaluated by pre and post-test surveys will include all FCS
professionals who participate in the social media campaign during the month of
September, 2012.
C. Measurement / Instrumentation
Not all of the indicators listed below are needed to answer the evaluation questions.
However, these indicators are based on the social media campaign’s overall logic model.
The information most needed involves the questions of the effectiveness of the
campaign as a professional development tool, and if the campaign met its
objectives/impact. The S.O.C.I.A.L. Framework will be utilized to assist in finding the
impact fan pages and Twitter feeds had with online clientele. Focus groups are not listed
as sources in the chart below as focus group questions will be all-encompassing and
involve each output and objective in some form.
Outputs Short-Term Impact Medium-Term Impact Long-Term Impact
#, % of participants who
answer they felt the
trainings before the
campaign were helpful.
(pre-test & post-test)
Reach of FCS
professionals’ posts
during the campaign
(initial reach and
virality.) (post-test and
Insights data)
#, % of FCS
professionals reporting
examples of families
incorporating healthy
eating practices into
their daily eating habits.
(post-test & follow-up,
social media
engagement)
#, % of FCS
professionals reporting
a decline in families
eating fast-food meals
and meals outside of
the home and/or
improvement of eating
and dietary habits.
(post-test & follow-up,
social media
engagement)
#, % of participants who
answer they received
appropriate and helpful
best practices and user
guides to prepare them
for the campaign. (pre-
test & post-test)
Amount of engagement
via posts with online
clientele. (post-test and
Insights data)
#, % of FCS
professionals answering
they incorporate social
media tools into their
programming efforts
more often (post-test &
follow-up)
#, % of participants in
the campaign who are
referred to as leaders in
Extension in respect to
integrating social media
tools into their
programming efforts.
(follow-up)
#, % of participants who
answer they felt they
received an adequate
amount of support from
other FCS professionals
as well as the campaign
director during the
campaign. (post-test)
#, % of FCS
professionals
(participants) who
answer that they felt a
hands-on experience
allowed them to gain a
better understanding of
how to best utilize
social media tools in
Extension
programming. (post-
test)
Reach of online
clientele re-sharing
campaign information
via posts on their own
social media profiles.
(Insights data)
Steady increase of
online clientele looking
to and engaging with
Extension posts via
social media sites.
(follow-up and Insights
data)
Difference in #, % of
participants who
answer they are now
comfortable utilizing
social media tools. (on
pre and post-tests)
D. Detailed Study Procedures Risks will be minimized to participants by the project PI and co-PI collecting information
via an online survey where participants can answer anonymously. All survey responses
will be kept confidential and with the PI and co-PI in hard-copy form in a locked cabinet.
Personal information from participants will be stored for three years prior to completion
of the study.
The table below describes the timeline and responsibilities of the social media campaign
evaluation process in 2012 – 2013.
Evaluation Activity
Date Person Responsible
Campaign Pre-Test sent via e-mail to FCS professionals participating in the campaign.
Early August, 2012 Campaign director (myself)
Pre-campaign focus group meeting.
Mid-August, 2012 Campaign director
Pre-test and focus group results organized
Late August, 2012 Campaign director
Social Media Campaign
September, 2012 Campaign director
Campaign post-test sent via e-mail to FCS professionals who participated.
Early October, 2012 Campaign director
Post-campaign focus group meeting.
Mid-October, 2012 Campaign director
Post-test and focus group results organized and analyzed in comparison with pre-test results
Late October, 2012 Campaign director
Evaluation results report created and distributed among stakeholders
November, 2012 Campaign director
Poster or concurrent session given at OSU Extension annual conference
December, 2012 Campaign director, FCS campaign participants
Follow –up survey sent via e-mail to FCS professionals who participated in the campaign
May, 2013 Campaign director
Follow-up data organized and June, 2013 Campaign director
analyzed in comparison to pre and post-test results Second evaluation report created and distributed among stakeholders
June – July, 2013 Campaign director
Poster or concurrent session given at OSU Extension annual conference
December, 2013 Campaign director, FCS campaign participants
E. Internal Validity The data collection tools utilized to collect data will be internally validated via a small
group review process in which two FCS professionals, two non-FCS Extension
professionals, and one social media professional will review the surveys and questions
before implementation of the evaluation is to take place. By involving professionals with
a range of expertise, the relevance, appropriateness, and effectiveness of the data
collection tools can be assessed and validated. Thus, criterion and face validity will also
be included in this process.
F. Data Analysis Data analysis of the evaluation results will take place by organizing the pre and post
survey results via a spreadsheet. The results will then be analyzed by finding
percentages of how respondents answered. Open-ended question responses will be
organized in narrative form. Focus group data will also be organized in narrative form
and according to question. Key words will be identified from those results by creating a
“Wordle” image. The campaign director (project co-PI) will be responsible for organizing
and analyzing the data. The campaign director will then work with FCS administration
professionals to interpret the results of the data analysis.
The results of the data analysis will be shared with stakeholders – FCS administrative
professionals, OSU Extension Administrative Cabinet, and FCS professionals in a report
form. The report will be in PowerPoint presentation form and contain many graphs and
visuals, including actual screen captures of examples of online engagement with
clientele during the campaign, and evidence of impact such as screen shots of Facebook
Insight information. This report will be posted on the OSUE FCS website under
professional resources and will also be communicated during either a poster or
concurrent session presentation at the OSU Extension annual conferences in 2012 and
2013. The 2013 poster or presentation session will include data from the follow-up
survey. National presentations are also another possible outlet for sharing results, as
well as a Camtasia-type video that could be posted on the OSU Extension YouTube
channel if the impact of the campaign is substantial. The results of the evaluation can
also be submitted to national Extension and FCS-related journals to ensure the spread of
its use.
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