what are the strategies of using agricultural science teachers as
agricultural extension agents?

I'm new at this - and i'm going to rephrase your question a little...
Q:'What are the strategies of agricultural extension agents of
teaching agricultural science?'

A: Every state has a Master Gardeners program.  Here is the one for Ohio...

What is the Master Gardener Program?
 
The Master Gardener Program provides intensive training in
horticulture to interested gardeners who then volunteer their time
assisting with educational programs and activities for Ohio residents
through their local Ohio State University Extension county office.
 
Working with county Extension personnel, Master Gardeners provide such
educational services to their communities as: answering gardening
questions from the public; conducting plant clinics; gardening
activities with children, senior citizens, or disabled persons;
beautifying the community; developing community or demonstration
gardens; and other horticultural activities.
 
How did the Master Gardener Program originate?    
 
The Master Gardener program originated in Seattle, Washington in 1972.
 The Extension Agent in the King County office of the Washington State
Extension Service began to train and utilize the expertise of
volunteers in order to more effectively reach the gardening public
with research-based educational information.  It was a great concept
that has now spread across the United States, Canada and to other
countries.
 
The Master Gardener program in Ohio has existed since the late 1970s
and has grown steadily.  Although it's initial start and growth was in
the more urban counties of our state, there are now nearly 3000 active
Master Gardeners in more than 60 Ohio counties, urban, suburban and
rural.
 
How do I know if I'd make a good Master Gardener?
 
You could qualify to be an Ohio Master Gardener if:
 
? You want to learn more about plants and gardening.
 
? You are eager to participate in a practical and intensive training program.
 
? You enjoy sharing your knowledge with others.
 
? You have the time to attend training and serve your community as a
volunteer educator.
 
When is Master Gardener training conducted?
 
Most Master Gardener training takes place in late winter to early
spring, late January through March.  However, some counties train in
the summer or fall.  Most training is conducted in the day-time, since
most volunteer opportunities take place during the day.  However, some
counties do night-time training.
 
Recruitment of new volunteers usually begins 2 to 3 months before training begins. 
 
Is there a fee for Master Gardener training?
 
Yes, there is a fee for Master Gardener training.  The fee covers the
cost of training materials and other expenses the county may incur to
conduct training and to help support educational activities.  Fees
vary from county to county.
 
How can I find out more about my county's Master Gardener program?
 
For more information on your local Master Gardener program, click on
the County Contacts link and then click on your county name.  There
you'll find the name of your county Master Gardener program
coordinator.  The coordinator will be happy to answer any other
questions you may have.

http://mastergardener.osu.edu/program.html

While it doesn't quite answer your question, i hope my related comment
helped a little.

Regards, 
MiniM

Hi - me again - one more comment - i think this survey will help you develop
the strategies you are looking for...

--

 Results and Conclusions

Six hundred fifty four of the survey instruments returned were usable.
An additional 65 were insufficiently completed to be used in the study
or were returned with a notation that the individual was no longer an
Extension employee. This represents a total return rate of 87%.
Responses were coded for computer analysis using SPSS (Norusis, 1993).
Descriptive statistics were used.

Who Responded?

All administrators and all employees with program assignments
including state specialists, agents, program assistants, EFNEP
educators, and Extension Associates were surveyed. Of the total
respondents, 42% were male and 58% were female. Extension
professionals working at county or district locations represented 70%
of the respondents while state-based professionals represented 30%.
Returns by primary program assignment closely approximated the
proportions in the population: 25% agriculture, 24% family and
consumer science, 21% 4-H, 5% community development, and 4%
administration. The highest level of education reported by each
respondent showed that 17% did not have a college degree, 23% had a
bachelor's degree, 43% had a master's degree and 17% had earned a
doctorate. Twenty three percent (151) of the professionals had lived
or worked outside of the United States. Vacation travel was not
included in the results reported.

Current Involvement

Fourteen different types of activities were identified. Most
activities involve contact with individuals from another country, but
only limited evidence of program (teaching) activities or curriculum
development by Extension professionals was evident. One hundred sixty
one (25%) professionals reported they were currently incorporating an
international dimension into programming efforts. Within the past
eight years, 415 (63%) of the professionals reported international
activities ranging from hosting an international visitor (25%) to
involving clientele in international activities. Twenty-five percent
have communicated by e-mail with an international colleague in another
country, 21% have served as a communication link between people from
different countries. Only 10% could recall creating an Extension
program based on an international issue.

Interest in Globalizing Programming for Local Audiences

Four hundred and twenty five professionals (65%) would like to in
incorporate an international dimension into future Extension efforts.
A Likert-type scale was used to assess level of interest. Scores
ranged from 1-5, with 1 indicating slight interest and 5 indicating
high interest. The distribution of ratings had a mean of 3.1 (SD 1.16)
which indicated moderate interest. Over one third expressed high
interest in globalizing programming for local audiences.

Barriers

Fifteen potential barriers were listed on the instrument and
respondents were asked to identify the three which were most likely to
prevent them from incorporating an international dimension into future
Extension efforts. The most frequently identified barrier was lack of
time, which was reported by 40% of the participants, 35% did not see
incorporating an international dimension as a programming priority,
and 28% identified a lack of experience as a barrier. Least mentioned
barriers included fear of negative career impacts (3%), lack of reward
in annual performance appraisal (4%), not recognized in promotion
criteria (4%), and cultural barriers (4%).

A Few Implications

Although the study focused on one state, the implications have wider
significance. Ohio State University Extension for the past ten years,
with the help of an Extension International Committee and supportive
administrators, has developed an atmosphere and culture that enables
interested faculty and staff to move forward with globalizing
opportunities. Other states may want to assess their current situation
as they engage in futuring and strategic planning activities for the
coming century.

This points to the need for Extension program leaders to continue to
communicate the importance of incorporating global perspectives into
ongoing Extension programs. Issues related to world food supply,
environmental quality, and knowledge that at current growth rates
trade between nations will exceed total commerce within nations by
2015 (Daft, 1997) provide a rationale for globalizing programs in U.S.
Colleges of Agriculture. Extension, as a major part of a university's
outreach component, needs to examine its response to this challenge.
Change requires new approaches and re-examination of past decisions.

If Extension educators have the responsibility to help clientele
develop a better understanding of the complexity of global issues, a
variety of strategies to effectively develop global leadership skills
in Extension professionals should be considered. Based on
recommendations of the GASEPA task force, professional development
opportunities might focus on enhancing global competitiveness of U.S.
agriculture. Because of Extension's close tie with the agricultural
sector, development and dissemination of information about markets,
trade, and business opportunities should be encouraged. Promotion of
trade, global economic development, establishing mutually beneficial
global partnerships, and creating a greater awareness and
understanding of global environmental concerns are also suggested by
the Globalizing Agricultural Science and Education Programs for
America (GASEPA) task force.

Initiating the concept of leadership development in a global context
and human capacity building might start with traveling outside the
U.S. Foreign travel has the ability to immerse future leaders in a new
culture, particularly if the traveler takes detours by staying in
non-western hotels and visiting rural areas, markets, schools and
homes.

Overseas travel may be one approach, but creating cross-cultural
competency and understanding through local activities may be more
practical for many Extension systems. Invite international visitors
and students into a local community, arranging for local families to
serve as hosts. Pre-plan a visit by an international guest to a
farming operation to be more than a "show and tell" experience.
Incorporate an opportunity for dialogue with local advisory
committees, community leaders and educators about issues of shared
interest and concern.

Increasing the level of engagement between international visitors,
local Extension agents and constituents is achievable and will have
long-term benefits for both. International visitors often ask
questions that challenge paradigms and stimulate people to look at
what they take for granted in new and different ways. Partnerships
between institutions are the result of relationship building between
individuals. Campus faculty and county agents must work together to
facilitate these opportunities.

In-service education programs involving action learning projects to
challenge participants to look beyond the local situation are needed.
As Extension professionals begin meeting and hosting international
experts, the impetus to participate in workshops and other development
opportunities to improve cross-cultural competency or increase
expertise in global economics and decision making will occur. With
changing U.S. demographics, learning how to work in teams with
individuals from diverse backgrounds is essential. Developing the
necessary sensitivity and skills to lead multi-cultural teams requires
both additional experience and training.

Extension educators incorporating global perspectives into ongoing
programs requires more than a brief study tour to another country or a
single workshop. Having small grants available to foster individual
development or the infusion of international modules into existing
programming is suggested. Policy mechanisms that support travel
abroad, professional leaves, participation in Fulbright programs, and
international assignments will further enhance efforts to
internationalize the curriculum. Recognition and reward of
achievements must become an integral components. The new millennium
will offer many challenges to Extension. Recognition of the global
community we inhabit and share with partners around the world will
become an increasing priority.

http://www.joe.org/joe/1999august/rb5.html

Regards,
MiniM