Phase 2: Building the Project Team
The second phase of the project was to recruit and build an interdisciplinary team to create the GEP course. The individual who conceived the course selected individuals that represented a combination of Extension specialists, county-based Extension educators, and a faculty research assistant. In particular, individuals were selected based on their depth of knowledge, as well as their positive workplace attitudes and affinity for having creative fun. During Phase 2, we also recruited an Extension evaluation specialist, an instructional designer, and a project manager to upload the course to a learning management system.
Phase 3: Course Design
Phase 3 focused on designing the GEP course. The team lead worked with team members to identify modules consistent with areas of expertise. Team members worked on the modules while the team lead worked with the instructional designer and project manager to ensure content flowed between modules. An important concept during Phase 3 was to maintain the overall project narrative and momentum. Even though team members worked on different modules, team members knew their trajectory, which led to the next phase.
Phase 4: Development
Phase 4 took considerable effort and time. Our team wanted to develop innovative curriculum using our technological skills and disciplinary expertise. Those skills included building video content through the storyboard process and incorporating 360-degree images into the course. The phase also included modifying curriculum to support the overall goal of equipping participants with the knowledge and skills needed to develop a land management plan.
Additional Phases
There are several additional phases consistent with curriculum development. Phase 5 is course implementation. Once the course is implemented, our team will monitor course feedback, which is Phase 6. We worked with an Extension evaluation specialist for Phase 7, Evaluation. The evaluator is documenting short-, medium-, and long-term impact. Ultimately, this data will be used to review course content and allow us to adjust accordingly.
Part 3: Partners and Leadership Development
Partners
A key partner in the project was OSU’s PACE unit, which provided an inst ructional designer to support our work. Their team is dedicated to working with OSU faculty to develop hybrid or online non-credit instruction.
Agency partners who provided content-area resources included the following:
Oregon Department of Fish and Wildlife (This work ties back to the original challenge of assessing, improving, and conserving sage grouse habitat.)
USFWS (particularly its work in sagebrush habitat)
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