● “Developing short or even maybe longer YouTube videos that could reach a wide audience. ” (R08) ● One respondent has created websites “for students in the Kindergarten through 8 th grade range… The [PROGRAM 1] has done really well, particularly during the school year, some months it may get 200-300 thousand views a month . [PROGRAM 2] doesn’t get quite as many hits but it still seems to be of interest to teachers and students and it is something that can be used either in the classroom or outside of the classroom. So it’s something that I think in today’s current environment, that hopefully students and teachers are able to use these in place of personal teaching .” (R08) ● “There are probably more things that we could make available through various kinds of phone - based applications. Whether that’s access to maps and data or to educational materials, a very popular mode these days is story maps and making those sorts of thing s available… More and more students are wanting to interact through electronic means .” (R06) Qualitative Evaluation Metrics & Storytelling Interviewees spoke to the power of storytelling and the perspective that qualitative, long-term, big- picture impacts are or can be as valuable as documenting quantitative, short-term, individual impacts. Historical and experiential inquiry, particularly with agricultural audiences is seen as a very effective mechanism for “on - ramping” conversations about climate change a nd ultimately reaching on-farm strategies and solutions for climate adaptation.
● “ A qualitative way that we do track our outcomes is through success stories. Every year our university encourages us to think of some success stories and share those.” (R02)
● “W ith adaptation, I see a big opportunity in connecting peer communities so that they can share stories, leverage ideas and resources. ” [R06]
● “And really a lot of my impact reporting has been qualitative and telling stories about how I’ve seen farmers change practices, about how I’ve gotten reports of farmers receiving information, whether it’s through a workshop or a presentation or whatever it may be, and then actually making changes on the farm. That's fantastic. In terms of how to document that, in terms of the
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