online focus group. A few of those 24 people went on to guide development of the forum agenda and provide feedback to our naming and framing process. As we developed the forum agenda, we felt it was important to begin with grounding all participants in what was known both from the literature and to provide the local context. We created case studies for three purposes. One purpose was to connect forum participants to the lives of farmers. A second purpose of the case studies was to generate participants' ideas about resources that could be engaged for providing assistance through actions they identified. The third purpose was to introduce participants to other community members from different disciplines and community sectors. With the online virtual forum, we developed an agenda that included breaks, minimized length of time presenters spoke, offered interactive activities, and used breakout groups for the case studies and Strategic Doing™ activities. We also provided games and door prizes to incentivize returning to the meeting on time. (They worked!) Our forums culminated in the Strategic Doing™ process as we wanted to support actions being taken. Because we knew the issues we were tackling were big, and that this could be overwhelming and daunting, we chose a tested process that could produce accomplishable small steps that could create some level of change. As the forum agenda was developed, we also engaged additional Extension educators. Some provided expertise; others assisted with facilitation of the small groups, managed the technology during the forum, or engaged in the ongoing Strategic Doing™ post -forum projects. Several reported how valuable the experience was for their own professional development.
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