1. Why Public Policy Education
is Extension’s Long-Standing
Approach for Working
With Policymakers
Karen Bogenschneider
Extension Family Policy Specialist
Michael Collins
Extension Family Finance Specialist
Edie Felts Podoll
Former Adams County Family Living Educator

2. What Is Our Purpose Today?
The focus of this discussion is not
WHAT to do,
But rather
HOW to do it.

3. Age-Old Conversation
 For 100 years, experts have tried to
figure out how to bring good ideas to
bear on policymaking
 Public policy education has been the
long-standing approach that Extension
has used for dealing with public issues.

4. One Question Fundamental
to Working with Policymakers
(1) Can research inform policy
decisions?

6. Connecting Research & Policymaking
is a Two-Pronged Process
 Encouraging policymakers to become
more research-minded, and
 Encouraging researchers and
professionals to become more policy-
minded

11. What We Will Cover Today
 What are the advocacy and education
approaches?
 What evidence and experience supports
the education approach?
 Why is public policy education the
approach that is used in Extension?
 How can you apply the public policy
education approach to your work?

12. What is Policy?
 The development, enactment, and
implementation of a plan or course of
action carried out through a law, rule,
code, or other mechanism in the public or
private sector
 A definite course or method of action
selected from alternatives and in light of
given conditions to guide and determine
present and future decisions
12

13. Public Policy Advocacy
To campaign for a specific group or a
particular policy alternative that may
potentially enhance individual, family, or
community well-being

14. The Intent of the Public Policy
Advocate is to Persuade
The aim is self-consciously to shape
and influence the debate in line with a
preconceived set of ideas or principles
rather than simply to pursue research
questions in whatever direction they
may lead.
(Smith, 1991, p. 206)

15. Two Types of Advocacy
 “advocacy” with a small “a” is working
on behalf of all youth or families or
farmers or communities, a role that each
of us assume as part of our job as
Cooperative Extension educators.
 “Advocacy” with a capital “A” is lobbying
for a specific bill or a particular policy
option.

16. Public Policy Alternatives Education
Informs policy discourse by presenting
a range of policy options and the
potential consequences of each. The
value judgments and ultimate decisions
are entrusted to the people and to a
number of policymakers elected to
make these decisions rather than to a
single person.
(Barrows, 1994)

17. The Intent of the Public Policy
Educator is to Inform
…by presenting research findings
objectively without relaying personal
preferences.
(Barrows, 1994)

18. Who Uses the Public Policy
Education Approach
 UW-Extension Cooperative Extension
 The Congressional Budget Office
 The Congressional Research Service
 The General Accounting Office
 Legislative Service Agencies in
State Legislatures

19. Most Roles Can Be Approached
as an Advocate or Educator
 Meeting with Policymakers
 Preparing Handouts
 Writing Press Releases
 Teaching Workshops or Classes
 Conducting Seminars or Conferences
 Working with Coalitions

20. From Theory to Practice
A Real Life Example that a
State Extension Specialist Faced
in Her Work

21. Relevant
to needs
and interests
Useful in
current role
Objective
How Useful, Objective, and Relevant
was the Seminar on Health Care Quality
Poor Excellent
1 2 3 4 5

22. Relevant
to needs
and interests
Useful in
current role
Objective
How Useful, Objective, and Relevant
was the Seminar on Health Care Quality
Poor Excellent
1 2 3 4 5
4.3
4.2
4.2
N = 81; response rate = 84%

23. What Evidence and Experience
Supports the
Public Policy Education
Approach?

24. The Evolution of the
Wisconsin Taxpayers Alliance
 In 1932, this Alliance formed as an
advocacy organization.
 In 1934, the Alliance reorganized under
an education umbrella.
 This education approach has better
positioned the organization to achieve
its goal of efficient, responsible
government.

25. Evidence Regarding Policymakers’
Valuing of Objective Information
 In Rich’s study (2001) of think tanks,
Congressional staff and journalists rated
think tanks as more credible when they had
no identifiable ideology.

26. What percent of legislators
preferred facts and
objective analysis
with the political decisions
left to them?

27. Evidence Regarding Policymakers’
Valuing of Objective Information
 In Rich’s study (2001) of think tanks,
Congressional staff and journalists rated
think tanks as more credible when they
had no identifiable ideology.
 In Hird’s (2005) study of 773 legislators in
19 states, 88% preferred facts and
objective analysis with political decisions
left to them.

28. Reflection by Edward Zigler
on Working with Policymakers
I believe that officials have listened to
me over the years because they see me
as a scholar, not as an advocate who
has some other agenda. My only
agenda . . . is to serve the best interests
of children and families.
(Zigler & Styfco, 2002, p. 14)

29. Why is Public Policy
Education
the Approach
that is used in Extension?

30. The Public Policy Education Approach
is Used in Extension Because it is:
 Fundamental to a long-term
commitment to working with
policymakers.

31. The Public Policy Education Approach
is Used in Extension Because it is:
 Fundamental to a long-term commitment
to working with policymakers.
 Responsive to what policymakers say
they need.

35. The Public Policy Education Approach
is Used in Extension Because it is:
 Fundamental to a long-term commitment
to working with policymakers.
 Responsive to what policymakers say
they need.
 Consistent with the role of research in
policy decisions.

36. The Educator Does Not Assume
that the Expert Has
 Indisputable facts
 The only correct interpretations, and
 Ideal values.

37. The Public Policy Education Approach is
Used in Extension Because it is:
 Fundamental to a long-term commitment
to working with policymakers.
 Responsive to what policymakers say
they need.
 Consistent with the role of research in
policy decisions.
 Central to our role as a public institution.

38. The Public Policy Education Approach is
Used in Extension Because it is:
 Fundamental to a long-term commitment to
working with policymakers.
 Responsive to what policymakers say they need.
 Consistent with the role of research in policy
decisions.
 Central to our role as a public institution
 Representative of a personal commitment to
democracy.

41. Resources
(1) Dick Barrows classic publication,
Public Policy Education (1994):
http://www.familyimpactseminar.org
(Enter through professional portal and
click on skill building)
(2) Copies of chapter from my forthcoming
book on evidence-based policymaking,
Approaching Policymakers: Moving
Beyond “What” to “How”