Presentation on theme: " Research-based publications that support ACES programs, communications, and marketing Most are written by a specialist What is a Numbered Publication?"— Presentation transcript:
Research-based publications that support ACES programs, communications, and marketing Most are written by a specialist What is a Numbered Publication?
Fact Sheets Brochures Manuals or booklets Curricula Textbooks Common Numbered Publications
Complete publication – list references in APA style Major research-based publications are to undergo a peer review by 3 subject matter experts (SMEs) Getting Started
Authors that write extensive research-based publications should complete Form T: Manuscript Review Request Getting Started
Complete UNP-Form A Getting Started at AAMU
Complete Publishing Request Form Getting Started at Auburn
Need Supervisor’s Signature (Must be relevant to program area) Key Words: Words used for Internet searches Synopsis: Short paragraph that describes publication content UNP-Form A
Always use the title Think about your audience – who will use your publication? Use key words that will help your audience to find your publication UNP-Form A: Key Words
Supervisor submits UNP-Form A to the communications specialist for technical editing (CSTE) Author sends electronic copy of your publication to the CSTE via Publication is Approved
CSTE assigns number and edits publication – manages publication progress from start to finish Lengthy and highly technical publications are sent to Auburn for a preliminary review (quality assurance) Process Begins…
If sent to Auburn, then please allow a minimum of two weeks to review When a publication is ed to an editor at Auburn, a copy also goes to the database manager along with the synopsis & key words Process Begins…
Author & CSTE reviews the publication again… Once approved, then text is sent to communications specialist for electronic design (CSED) Publication Returned from Auburn
CSED formats (designs) publication Returns formatted publication to author and CSTE If approved by author, then final draft is printed, pub goes online as a Web only publication Average process time: 1-2 months Publication Returned from Auburn
Length of publication & schedule of CSTE/CSED or auburn editor If author does not return pub in a timely fashion after being formatted Printing is outsourced Publication Delays
Procedures & UNP-Form A are online at Other forms – found at https://ssl.acesag.auburn.edu/internal/ Scroll down to Communications https://ssl.acesag.auburn.edu/internal/ and click on Forms Questions?
Usually written for our online newsletter Metro News or for an ACES Web page like the home page or the Family website Should be 700 words or less Articles
Metro News is published quarterly (October-January-April-July) Research-based articles are accepted, success stories are not Articles with at least 3 references are due one month prior to publishing Metro News Articles
October: Anniversary issue that focuses on community, youth & family development & consumer education January: Health & wellness April: Urban gardening, wildlife, the environment, & disaster management July: Animal management & nontraditional Extension Metro News Articles
Publishing guidelines can be found online under “General Information” at Browse the site to become familiar with content Metro News Articles
For websites: Home page has rotating banners about programs, events, or other newsworthy topics Alabama Families First (Look at Alabama Families) website: in development (will contain all program areas, including info on disaster preparedness) Other Articles
Definition of Success Story A success story is the successful – favorable or desired result or outcome of a program. In other words, you want to paint a picture of how Extension makes a positive difference in the lives of the people it serves.
Success Story Consider these factors when you write a success story: Pretend the reader knows nothing whatsoever about your program. Don’t assume anything! Remember… You are telling a short story about what you want to achieve and what you have achieved in a program.
Success Story Tell the reader why and how your program was implemented Define measurable results and/or how program success was achieved Define the public value of a program
Types of Success Stories A single event such as a program, meeting, or conference – Green Living Expo Series of activities with varying participants – Economic Development Conference A program with a predetermined length of time – Urban Nutrition Education Program
Types of Success Stories A comprehensive program that partners with outside organizations to influence state or national policy. A comprehensive program that includes a needs assessment, fund raising or marketing strategies, or applied research that lasts 6 months or longer. (Iowa State Extension, 2007)
Why Write Success Stories? To document how and why ACES uses public funds Ultimate Goal: Make positive and lasting impacts in the lives of Alabama citizens
Success Story To share program ideas and to determine the effectiveness of your program. To market Extension (Purdue Extension, 2007)
When to Write a Success Story When you have something important to report and you have impact data to back up your work When you’re proud of a program Ongoing: Don’t wait until you’re told to write a story by your supervisor or to write one at the end of the year (Purdue Extension, 2007)
How Stories are Used ACES administrators and public officials use success stories for planning and reporting, which translates into $$$. We want the public to know that we do good & valuable work that positively impacts the lives of Alabama citizens. AND we want to keep doing what we do.
Success Story Outline Although you are writing a STORY, the following categories can serve to outline your story. Situation/Background Program Activities Results/Impact Evaluation/Evidence
Success Story Outline This outline, structure or format can be used for other documents, including a Plan of Work or annual reports, or for presentations. Situation/Background Program Activities Results/Impact Evaluation/Evidence
Situation/Background This is a problem statement. Why does the program exist in the first place? What are you trying to achieve? Why is this program important to the people of Alabama?
Program Activities What steps did you take to carry out the program – how did you fulfill program objectives? Who is your target audience? What were participants asked or required to do?
Results/Impact What was achieved as a result of this program? Did participant behavior change/how? What actions are being put into place to ensure your desired results?
Evaluation/Evidence How do you determine or measure program success? Did you use pre- and post-assessment surveys/questionnaires? Do you have participant testimonials?
Success Story Example Situation/Background: America is the largest consumer of bottled water in the world. More than 2.4 million tons of plastic bottles were disposed of in Unfortunately, plastic does not break down easily. Plastic also contains chemicals that seep into the ground and contaminate water sources. (resuseit.com, 2011)
Success Story Example Situation/Background: To reduce water bottle usage and to encourage recycling in Alabama, ACES has created the “Clean Up Your Environmental Act” program that educates Alabama residents on how to be eco-friendly.
Success Story Example Program Activities: Program participants are required to attend two 4-hour workshops on key environmental issues such as water and air pollution, e-waste, alternative energy sources, and the advantages of recycling. Participants also have a chance to visit a local recycling center, test the quality of water at local ponds and creeks, and attend the Green Living Expo at Alabama A&M.
Success Story Example Results/Impacts: As a result of attending the workshop, participants learned how humans negatively impact the environment and what they can do to reduce harmful “ecological footprints” and better preserve the state’s natural resources.
Success Story Example Evaluation/Evidence: Participants were given a pre- and post-assessment to assess their knowledge of common environmental issues and what they did to alleviate these issues.
Success Story Example Evaluation/Evidence: Pre-assessments indicated that 50% were aware of environmental issues facing their community, but only 10% knew how to alleviate these concerns.
Success Story Example Evaluation/Evidence: Upon completion of program, a post-assessment was administered and 100% of participants were able to list at least five major environmental concerns in addition to what they already knew and how to alleviate these concerns. 65% of participants began to recycle home waste based on a 3-month follow up survey.
Success Story Example Results/Impact: After attending the Green Living Expo, participants learned more about “green products and services” they can use daily. Testimonial: “I was contemplating on whether or not to purchase a hybrid car. At the Green Living Expo I was able to talk directly to a car salesman about the benefits and the tax breaks I can receive from owning a hybrid vehicle. Not only that, I was given a $500 coupon off the cost of the vehicle just by attending the event.”
Success Story Example Situation/Background: African-American and low-income families are at a greater risk for hypertension and other chronic diseases such as cardiovascular disease and diabetes. According to the American Heart Association in 2006, hypertension killed 56,561 Americans. There’s no question that hypertension is a deadly disease. Eliminating high blood pressure is possible with small lifestyle changes. (Source: Hypertension by Darlene Minniefield, ACES UREA)
Success Story Example Program Activities: ACES partnered with the Rose Hill Senior Center and the Midland City Senior Center to offer the WEALTH and the Power of Choice program for 10 weeks. Approximately 50 seniors and youth signed up for the program. Evaluation/Evidence: All groups were asked to take a pre- and post-assessment survey. (Source: Hypertension by Darlene Minniefield, ACES UREA)
Success Story Example Result/Impact: As a result of these classes, 70% of all participants are now using the information to eat healthy, to drink more fluids, to reduce their salt intake, and to increase physical activity. Testimonial: Mrs. Lillie Smith indicated that as a result of applying the information she learned in the WEALTH classes, her blood pressure was slightly lower. (Source: Hypertension by Darlene Minniefield, ACES UREA)
Questions? Please contact Wendi at if you have questions and/or need help with your success stories.
References Centers for Disease Control and Prevention. (2007). Impact and value: Telling your program’s story. National Center for Chronic Disease Prevention and Health Promotion, Division of Oral Health. Retrieved August 9, 2011, from D. Minniefield. (2011, February 18). Hypertension. Alabama Cooperative Extension System. A success story for SFP232. Retrieved August 9, 2011, from https://ssl.acesag.auburn.edu/etp/eval_public_view.php?id=4d5eec1decd95. Iowa State University Extension. (2006, September 8). Success story guidelines for field specialists and ceeds. Retrieved October 12, 2007, from Nehiley, J. M., Dessaint, P. D., & Israel, G. University of Florida Extension. (2001, May). The fast and easy way to write effective success stories. Purdue Extension. (2007). Success story guidelines. Publication Retrieved October 12, 2007, from