Overview
This unit will introduce you to the theory, principle and practice of agricultural extension in Australia and overseas. You will develop extension-related knowledge and skills to allow you to facilitate agricultural research and development outcomes to key stakeholders in order to improve practice change within the agricultural industry. You will explore the purpose of extension and how different methods can be used to achieve the desired outcome for agricultural businesses and industries. You will use a number of methods that will equip you to effectively engage with stakeholder groups and evaluate the effectiveness of extension strategies.
Details
Pre-requisites or Co-requisites
Prerequisite: Completion of at least 12 units (72 credit points).
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Staff reflection
Increased face-to-face interactions
Encourage face-to-face interactions where possible.
Feedback from Informal feedback and staff observation
Students enjoyed content
Continue to provide engaging content throughout unit.
- Analyse the role and purpose of agricultural extension in facilitating change
- Evaluate the impact of agricultural extension methods and approaches for different stakeholder groups
- Develop and deliver an extension program for implementation within the agricultural industry.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 20% | |||
| 2 - Written Assessment - 30% | |||
| 3 - Presentation - 50% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 20% | ||||||||||
| 2 - Written Assessment - 30% | ||||||||||
| 3 - Presentation - 50% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Computer / laptop with webcam to allow videoconferencing.
- Wordprocessing, spreadsheeting and powerpoint software
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
s.sinai@cqu.edu.au
Module/Topic
Introduction to agricultural extension
- What is agricultural extension?
- History of agricultural extension
Chapter
Events and Submissions/Topic
Module/Topic
Introduction to agricultural extension
- Types and purpose of extension
Chapter
Events and Submissions/Topic
Module/Topic
Adult learning
- Adult learning principles
- Learning styles and knowing your audience
Chapter
Events and Submissions/Topic
Module/Topic
Adult Learning
- Learning styles preferred by farmers
- Effective engagement
Chapter
Events and Submissions/Topic
Module/Topic
Communication in Agricultural Extension
- Communication styles
- Presentation skills
Chapter
Events and Submissions/Topic
Assessment 2 Part A Due: Journal Club Session 1
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Communication in Agricultural Extension
- Types of extension – extension models
- Stakeholder identification and analysis
Chapter
Events and Submissions/Topic
Assessment 2 Part A Due: Journal Club Session 2
Module/Topic
Practice Change and Technology Adoption
- Practice and behaviour change
Chapter
Events and Submissions/Topic
Assessment 2 Part A Due: Journal Club Session 3
Module/Topic
Practice Change and Technology Adoption
- Technology adoption
Chapter
Events and Submissions/Topic
Assessment 2 Part A Due: Journal Club Session 4
Module/Topic
Monitoring and Evaluation
- Why monitor and evaluate?
- Development/design of instruments
Chapter
Events and Submissions/Topic
Assessment 2 Part A Due: Journal Club Session 5
Module/Topic
Monitoring and Evaluation
- Evaluation of extension programs
- Communicating results
Chapter
Events and Submissions/Topic
Assessment 2 Part B is due Friday of Week 10 (26 September) at 11:45PM AEST.
Module/Topic
Extension Program Planning
- Program objectives
- Components of an agricultural extension event
Chapter
Events and Submissions/Topic
Module/Topic
Extension Program Planning
- Marketing
- Post-event follow up
Chapter
Events and Submissions/Topic
Assessment 3 Agricultural Extension Program Proposal Due: The presentation slides should be submitted on Wednesday 9AM of Week 12 (October 1, 2025). The live presentations will be delivered on Wednesday, Thursday, Friday or Saturday of Week 12 at a time agreed upon between the student and the unit coordinator.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
In this assessment you will select one agricultural extension program from a list of programs (to be provided on Moodle) and write a 1,500-word essay describing how your selected program facilitates change. In doing so you should be sure to discuss the following:
- The provider(s) of the program and their purpose
- The purpose of the program
- The stakeholders involved
- The extension approaches used to facilitate change
- Your analysis of the strengths and weaknesses of the program
More information on the essay structure will be provided on Moodle.
Level of GenAI use:
Level 1- You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Week 4 Thursday (7 Aug 2025) 11:45 pm AEST
Submit through Moodle
Vacation Week Thursday (21 Aug 2025)
Assessment feedback will be returned to students 10 working days after submission
In Assessment 1 you will be assessed on:
- Your written communication
- Your understanding of agricultural extension practices
- Your research and analysis on the role of the selected extension provider
- Your analysis of the extension provider's stakeholders
- Analyse the role and purpose of agricultural extension in facilitating change
- Communication
- Information Literacy
- Cross Cultural Competence
2 Written Assessment
Assessment 2 consists of two parts. In Assessment 2 students are required to participate in weekly journal club sessions in weeks 5 to 9 (inclusive), to be held via online video conferences. Here, students will be assigned a peer-reviewed journal article and must, with the help of a student facilitator, analyse and discuss the journal article. Students will be able to select a time slot for the journal club via Moodle (there will be three or more weekly sessions available).
Part A Journal Club Sessions (15/30)
Part A will be completed in weeks 5 to 9 and requires students to participate in a journal club session of 30 minutes via Zoom on a designated extension-related peer-reviewed journal article to be provided on Moodle.
- Each week, one student will be assigned to facilitate the discussion on a selected peer-reviewed article.
- The facilitator will:
- Prepare a brief summary on the article (approx. 5-10 minutes)
- Develop discussion questions to guide the conversation
- Lead the discussion and encourage participation from all group members
- Other students will:
- Read the assigned article prior to the journal club
- Actively participate in the discussion by sharing insights, critiques, and questions
- Engage in respectful and constructive dialogue with peers
- Facilitators are expected to:
- Provide a clear and concise summary of the article
- Prepare thought-provoking discussion questions
- Encourage active participation and manage the discussion effectively
- Participants are expected to:
- Come prepared having read the article
- Contribute to the discussion by sharing their thoughts, questions, and critiques
- Engage in respectful and professional dialogue with peers
Students will be assessed on their facilitation of the session they are assigned (10/30) to and participation in the discussion in all other weeks (5/30).
Part B (15/30)
Part B of Assessment 2 requires students to keep a weekly reflection log of the journal club. Here, students are to record their impressions of both the assigned article and the journal club session. Below are some questions students can consider when keeping a weekly reflection log for the journal club:
1. What were the main takeaways from this week's article?
2. What aspects of the article did I find most interesting or surprising?
3. What questions or concerns did I have about the article?
4. How did my understanding of the topic change or evolve after discussing it with the group?
5. What insights or perspectives did I gain from my peers during the discussion?
6. What challenges did I face in understanding the article, and how did I overcome them?
7. How did the facilitator's questions and guidance influence my thinking about the article?
8. What connections can I make between the article and my own research or interests?
9. What are some potential applications or implications for agricultural extension of the research discussed in the article?
10. What skills or knowledge do I need to develop further to better understand and engage with the article's content?
11. Would I share this article with others? Why/Why not?
Self-Assessment Questions:
1. How effectively did I participate in the discussion?
2. Did I ask thoughtful questions or provide insightful comments?
3. How can I improve my participation in future sessions?
4. What strategies can I use to better prepare for future journal club sessions?
Facilitator-Specific Questions (for the week when facilitating):
1. How did I prepare for facilitating the discussion?
2. What challenges did I face in leading the discussion, and how did I address them?
3. How did I ensure that all group members were engaged and participating?
4. What would I do differently if facilitating a similar discussion in the future?
The word count for reflection log is 1800-2200 words.
Level of GenAI use:
Level 1- You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Please note that the 72-hour grace period is not permitted for this assessment. If you require additional time to complete this task you will need to apply for an extension through Moodle.
Part A will be completed weekly in weeks 5 to 9 (not including vacation week) during an online session. Part B is due Friday of Week 10 (26 September) at 11:45PM AEST.
Week 12 Friday (10 Oct 2025)
Part A of Assessment 2 will be assessed on:
- Your participation and facilitation of the journal club
- Your analysis of the journal articles
Part B of Assessment 2 will be assessed on:
- Your critical reflection on the journal article and the journal clubs
- Written communication, formatting and referencing
- Analyse the role and purpose of agricultural extension in facilitating change
- Evaluate the impact of agricultural extension methods and approaches for different stakeholder groups
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Cross Cultural Competence
3 Presentation
In Assessment 3 you will develop and deliver a proposal for an extension program to implement the production of a new agricultural product or technology in one of five regions listed below (i.e. the agricultural product or technology you select is not readily produced/used in the given context). Your proposal will be developed as a 20-minute PowerPoint (or similar) presentation, which will be delivered live, via zoom, to the unit coordinator. The presentation slides should be submitted on Wednesday 9AM of Week 12. The live presentations will be delivered on Wednesday, Thursday, Friday or Saturday of Week 12 at a time agreed upon between the student and the unit coordinator. You should prepare your presentation as though you are delivering your proposal to industry leaders who will determine whether or not to fund your extension program. At the conclusion of your presentation you will be asked to answer two questions. Further details on the four industries will be available on Moodle.
Your presentation should be structured as followed (it is suggested that students develop one or two slides per section):
Introduction
- Introduce the presentation and yourself
- Name the proposed extension program
Aim
- What is the purpose of the extension program and why is it needed (here you will need to provide a justification of why the agricultural product you have selected will enhance resilience to financial, disaster or other shocks)?
Outline of the target audience
- Why have you selected this audience?
- What do you know about this audience?
Extension approaches and theory
- What extension approaches will be used to achieve the aims of the extension program?
- What events, resources, tools will you use to deliver the extension program?
- What extension theories underpin your program?
Stakeholder identification, engagement, and communication strategy
- Who are the relevant stakeholders?
- How will you promote the program among these stakeholders?
- How will you engage them throughout the extension program?
Learning style
- What learning style(s) will you cater for? And how?
Time frame for program delivery
- How long will the program take to execute from the planning to post-program evaluation phase (provide a timetable of all stages)
Program Monitoring and Evaluation
- How will you monitor the success of the program?
- How will you evaluate the success of the program - determining whether or not practice change has taken place and to what extent?
Budget
- How will you achieve value for money on a budget up to $200,000?
Conclusion
The five regions are:
- Cape York (Queensland)
- The Kimberley (Western Australia)
- Riverland Region (South Australia)
- Vanua Levu (Fiji)
- Terai/Tarai lowland region of southern Nepal
Level of GenAI use:
Level 1- You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.
Please refer to the Generative AI Permission document available on your Moodle site for guidelines on the acceptable and unacceptable use of generative AI in this unit.
Submit the PowerPoint file through Moodle by 9AM on 01/10/2025. Complete the questionnaire on Moodle to determine the Assessment time (Wednesday, Thursday, Friday or Saturday of Week 12).
Exam Week Friday (24 Oct 2025)
For Assessment 3 you will be assessed on:
- Your description of agricultural extension and agricultural extension approaches
- Your ability to articulate the benefits of the extension program
- Your ability to identify relevant stakeholders and formulate and promote an engaging agricultural extension program suitable for them
- Your analysis of learning styles and how to deliver them
- Your application of monitoring and evaluation methods to assess practice change
- Your use of agricultural extension theory
- Your ability to develop a suitable and accurate budget
- Your spoken communication, presentation formatting and referencing
- Develop and deliver an extension program for implementation within the agricultural industry.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
