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Community Development Core Competencies for Extension Professionals in the North Central Region PowerPoint PPT Presentation


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Community Development Core Competencies for Extension Professionals in the North Central Region. Foundations of Practice. The Foundations of Practice: Community Development Core Competencies for Extension Professionals is composed of three major components:

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Community Development Core Competencies for Extension Professionals in the North Central Region

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Community development core competencies for extension professionals in the north central region

Community Development Core Competencies for Extension Professionals in the North Central Region


Foundations of practice

Foundations of Practice

  • The Foundations of Practice: Community Development Core Competencies for Extension Professionals is composed of three major components:

    • Understanding Communities and their Dynamics

    • Developing Successful Community Initiatives

    • Areas of Specialization and Emphasis


Component 1

Component 1

  • The first component, Understanding Communities and their Dynamics, is a series of seven core competencies that focus on:

    • The ability to understand community of place.

    • The nature of public issues.

    • The dynamics and interdependencies of the various segments of the community.

    • The basics of community development work.


Understanding communities and their dynamics

Understanding Communities and their Dynamics

  • Basic Understanding of Community

  • Community Demographics

  • Community Economics

  • Community Power Structure

  • Natural Resources and Sustainability

  • Community Situational Analysis

  • Community Development Process


Community demographics

Community Demographics

  • This presentation was originally developed by:

  • Andy Lewis

  • Professor and Community Development Specialist University of Wisconsin Extension

  • Fall 2005


Learning objectives

Learning Objectives

  • Develop an understanding of how to use economic and demographic data to better understand a community's present and future needs.

  • Identify sources of information about community issues to increase understanding and insight into the complexity of challenges that affect the community.


Learning objectives cont

Learning Objectives cont.

  • Illustrate how sound data can be used to challenge our assumptions that keep us from learning the “real” truths and prohibit us from becoming learners.

  • Learn how to use data to begin constructing community development strategies that address emerging community trends.


Community demographics1

Community Demographics

  • Understanding a demographic profile and trends in a community is essential to identifying issues and sustainable alternatives. This includes trends in population growth/ decline, age, ethnicity, educational level, length of residence and many other important population characteristics as they affect the identification and priority of issues and possible actions.

  • Source:Cooperative Extension’s Community Development Foundation of Practice, January 2005, http://srdc.msstate.edu/nacdep/foundationofpractice_jan05.pdf


Is that your final answer

Is That Your Final Answer?

  • What percentage of the households in the U.S. lived in the same dwelling throughout the entire period, 1995 to 2000?

    • 81%

    • 51%

    • 66%

    • 74%

  • Source: Table H38, Census 2000 Summary File 3 (SF 3)


The community development factor

The Community Development Factor…

  • If we recognize the mobility of Americans, we can’t lose sight of the fact that we need to build communities where people want to stay and economic opportunities are only part of the equation.


Is that your final answer1

Is That Your Final Answer?

  • What percentage of U.S. farmers (principal operators) work off of the farm 200 days or more?

    • Less then 5%

    • 15%

    • 27%

    • 40%

    • 60%

  • Source: U.S. Census of Agriculture, 2002


Is that your final answer2

Is That Your Final Answer?

  • Indiana has the 26th highest graduation rate in the country (74%). Where does Indiana rank in high school graduation rates for African-Americans among the 39 states that track this statistic?

    • 1st

    • 7th

    • 23rd

    • 39th

    • Source: High School Graduation Rates in the United States, 2002, Jay P.Greene, The Manhattan Institute for Policy Research,

  • http://www.manhattan-institute.org/html/cr_baeo.htm


Who wants to be a millionaire

Who Wants to be a Millionaire?

  • Over a 30-year career, an individual with a bachelor’s degree earns about one million more in income then the high school drop out.

  • A high-school dropout earns just 49% of what an average adult worker earns each year.

  • Source:U.S. Census Bureau, March, 2001:

  • http://www.census.gov/population/socdemo/education/ppl-157/tab08.pdf


Is that your final answer3

Is That Your Final Answer?

  • What percentage of Tippecanoe County, Indiana residents (16 years and above and working) work within the County boundaries?

    • 38%

    • 75%

    • 56%

    • 92%

    • 100%

  • Source: U.S. Census 2000, County to County Worker Flow Files,http://www.census.gov/population/www/cen2000/commuting.html

  • U.S. Census Bureau 2000, Place of Work for Workers (SF3, P 26) Data

  • http://factfinder.census.gov/


U s census worker flow data

U.S. Census Worker Flow Data

Workers Working In County Of Residence

Note: As a Percent of Total Workers 16 Years and Above Residing in the County


Benefits from employment tend to be regional but

Benefits from employment tend to be regional, but….

  • Should communities think about how commuting for employment impacts the following?

    • Where do commuters do their shopping?

    • What is the expense of commuting?

    • How much time is spent commuting that could have been spent on income earning activities, or community and family building activities?

    • What is the environmental impact and transportation impact of commuters?


Using demographic data

Using Demographic Data

  • How could you use demographic data to better understand your local community and economy?

    • What are some of the community problems and opportunities that might be informed by good reliable data?

    • Are there specific issues in your community where you have struggled to find data sources?

    • What are the significant economic and demographic trends that you are observing in the communities you serve?


Data sources

DATA SOURCES

  • Existing Reports

    • County Workforce Profiles

    • County Economic Profiles

    • Agriculture Profiles

  • Easy to Use Sources

    • Indiana New Economy Workforce Statistics – Indiana DWD

    • SETA/Take Charge – Iowa State University

    • American Factfinder –US Census Bureau

    • STATS Indiana – Indiana Business Research Center, Indiana University, Kelly School of Business


Information overload

Information Overload?

County Economic Profile

American Factfinder, U.S. Census

BearFacts, Bureau of Economic Analysis, U.S. Department of Commerce

Bureau of Economic Analysis, downloadable economic data.

Community Economic Toolbox , Developed by Penn State University. You select the state and then the county that you're interested in examining.

Census of Agriculture (2002), United States Department of Agriculture The Census of Agriculture is done every 5 years. Use the "Query Downloadable Options" for securing County and state level data.

County Business Patterns 1993-2002, U.S. Census

DataPlace, A "one-stop" source for data about your community or any place in the US developed specifically for housing and community development professionals. Find key statistics on any region in the US through maps, charts, tables and rankings.

Educational Finance Statistics by School District, National Center for Educational Statistics . For a list of the school districts within a county, first go to:http://nces.ed.gov/ccd/districtsearch/

Location Quotient Calculator, U.S. Department of Labor

Quarterly Workforce Indicators: U.S. Census, NAICS data by year and quarter. QWI measure the performance of the local economy - where jobs are, for what kind of workers, how much workers can expect to make and employers expect to pay them.

Shift-Share Analysis Calculator, University of Georgia

PCRD: Purdue Center for Regional Development,

RUPRI: Rural Policy Research Institute, For Indiana data, see http://www.rupri.org/resources/rnumbers/states/Indiana.pdf

Tiger Maps (Base Maps), U.S. Census: At the bottom of the page, type in the name of the County and the state, and then click on "search".

SETA: Office of Social and Economic Trend Analysis , Iowa State collects, analyzes, interprets, and disseminate information on social, economic, and demographic trends in support of community and regional analysis with emphasis on Iowa (but also includes data on Wisconsin!). This web-site is being updated to include data on all 50 states....see SETA Take Charge!

STATS Indiana: is an information service of the Indiana Business Research Center For data, see http://www.stats.indiana.edu/


Community development core competencies for extension professionals in the north central region

U.S. Census Quick Facts

http://quickfacts.census.gov/qfd/


Tippecanoe county in

Tippecanoe County, IN

http://quickfacts.census.gov/qfd/


Community development core competencies for extension professionals in the north central region

U.S. Census Factfinder

http://factfinder.census.gov


Community development core competencies for extension professionals in the north central region

U.S. Census Fact Sheet

http://factfinder.census.gov/


Community development core competencies for extension professionals in the north central region

Percent

Workers Travel Time

Percent workers 16 years and over, not working at home with Travel Time less than 30 Minutes

Source: U.S. Census Bureau, 2000; SF3


Community development core competencies for extension professionals in the north central region

SETA – State of Indiana

http://www.seta.iastate.edu/


Seta state of indiana

SETA – State of Indiana


Age matters

Age Matters

  • Age COHORTS

  • What happened to all the residents of your community who were age 20 to 29 years old in 1990?  By the year 2000, they had all turned 30 to 39 years old. These are called AGE COHORTS.

  • Looking at the age structure of your community’s population is important for projecting future trends: for example, as the baby boomers move up the population ladder into retirement they will generate many new social needs because of the size of their cohort and because they have different expectations from previous elder generations.


Seta state of indiana1

SETA – State of Indiana


Http lehd dsd census gov led index html

http://lehd.dsd.census.gov/led/index.html

Quarterly Workforce Indicators


Quarterly workforce indicators

Quarterly Workforce Indicators

http://lehd.dsd.census.gov/led/datatools/qwiapp.html


Site selection data standards published by the iedc

Site Selection Data Standards:Published by the IEDC

http://www.iedconline.org/index.php?p=Data_Standards


Indiana economic development corporation

Indiana Economic Development Corporation

http://www.in.gov/iedc/site/indiana_properties.html


Community development core competencies for extension professionals in the north central region

Indiana Economic Development Corporation


Community development core competencies for extension professionals in the north central region

Indiana Economic Development Corporation


What is the appropriate question

What Is the Appropriate Question?….

  • Do you really want to know everything there is to know about your community and region?

  • Do you want to know where information resides so that when a question arises….you know where to find the appropriate data?

  • Do you want help in understanding significant community trends?


Http www uwex edu ces cced indicate html

http://www.uwex.edu/ces/cced/indicate.html

Community Indicators


Community indicator tools

Community Indicator “Tools”

http://www.uwex.edu/ces/cced/Indicators_Links.htm


Topics covered to date

Topics Covered To Date

  • Mobility:  A Culture on the Move 

  • How long have you lived in your community?  In the  United States, only half the population is living in the same place that they lived in five years ago. According to James M. Jasper, the only group that moves more frequently than Americans are nomadic tribes.  What does that mean for your community? How does your community compare?  To find out how your community compares, take a look at the following Community Indicator.


Topics continued

Topics, continued…

  • Get an Education and Double Your Salary

    • A 2-part series which examines the best predictor of income.

  • Part I (Focus on High School)

  • Part II (Focus on Higher Education)

Source: U.S. CensusBureau


Topics continued1

Topics, continued…

The Indiana Self Sufficiency Standard calculates how much money working adults need to meet their basic needs without subsidies of any kind. It accounts for varying costs of living and working by family size, composition, the age of children and by where these families reside in Indiana.

The Self-Sufficiency Standard is calculated for 70 different family types in each of Indiana’s 92 counties. The 70 family types range from a single adult with no children, to one adult with one infant, one adult with one preschooler, and so forth, up to two-adult families with three teenagers.

For more information, contact the Indiana Institute for Working Families, ICHHI at (317) 636-8819. The Indiana Standard is available online at www.ichhi.org


Topics continued2

Topics, continued…

  • Keeping Them Down on the Farm

  • 47% of principal farm operators report that they work more then 100 days off of the farm. Could these business people be the source for new innovative enterprises?


Why community indicators

Why Community Indicators?

  • As specialists we try to be responsive to local needs but also try to anticipate better questions and solutions.

  • Community “Snapshot Profile” and “Overview” are equally important


Community development core competencies for extension professionals in the north central region

Economic Snapshots

http://www.indianaeconomicdigest.net/


Community development core competencies for extension professionals in the north central region

Economic Snapshots

http://www.incontext.indiana.edu/


Census of agriculture

Census of Agriculture

  • http://151.121.3.33:8080/Census/Create_Census_US_CNTY.jsp


Number of farmers working 200 days off farm

Number of Farmers Working 200+ Days Off Farm


Principal operators male

Principal Operators—Male


Principal operators male1

Principal Operators—Male


Principal operators female

Principal Operators—Female


Principal operators female1

Principal Operators— Female


U s farmers

U.S. Farmers

  • 1,891,163 Male Principal Farm Operators

  • 237,819 Female Principal Farm Operators

  • 2,128,982 Total Principal Farm Operators

  • 832,348 Principal Operators working >200 days “off farm”

  • = 39%

  • =55% of principal operators workingsomedays “off farm”

832,348

2,128,982

1,155,782

2,128,982


Additional reading

Additional Reading

  • Using Employment Data to Better Understand Your Local Economy, Martin Shields, Penn State:http://www.cdtoolbox.org/economic_development/intro_5_2003.PDF

  • "Community Indicators", Center for Community & Economic Development, University of Wisconsin Extension:http://www.uwex.edu/ces/cced/indicate.html


Additional reading1

Additional Reading

  • "Economic Snapshots", Center for Community & Economic Development, University of Wisconsin Extension:http://www.uwex.edu/ces/cced/economicsnapshot.html

  • Economic/Demographic Profile Links, Center for Community & Economic Development, University of Wisconsin Extension: http://www.uwex.edu/ces/cced/CountyEconomicProfile.htm


Next session

Next Session

  • Community Economics

  • February 23, 2006

  • 1:30 to 3 p.m. CST

  • The ability to understand the economic base of a community and the dynamics between the various economic sectors—including the ways in which money turns over in the community, leaves the community, or is invested—are important to providing a vibrant economy.


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