Handling Scientific and Technical
Information in Contentious Public
Issues
Southern Community Development Educators
Conference, Tampa, FL
Steve Smutko
Dept. of Agricultural & Resource Economics
North Carolina State University
Scenario 1
Garfield County is a mixed piedmontmountain county that is geographically
and culturally divided east and west.
The scenic western half is occupied by
the town of Bluemont and prestigious Hilltop College. The
people in Bluemont generate income from the college, tourism,
and a recent surge in retiree relocation and second home
development. Eastern Garfield County, anchored by the town
of Fairfield, is heavily farmed and less affluent. Highway 283
runs east-west. The county is undergoing explosive growth,
and farm fields and woodlots along Hwy 283 are now
sprouting Wal-Marts and 1/2-acre “country estates”.
Scenario 1
While growth has brought income and
jobs, traffic and a changed landscape
have come with it. Many county
residents have grown alarmed at the
changes and feel that it is time for county leaders to take action
and enact zoning to regulate growth. They are pushing hard to
make it happen. Many rural residents, while concerned about
the disappearance of farms and farming, fear that zoning will
limit their ability to gain future income from their property. A
strong property-rights organization has formed in the county to
fight a zoning ordinance. Recognizing the need for some
dialogue on this issue the Chair of the Board of County
Commissioners has contacted Cooperative Extension for help.
Scenario 1
Some items that have come to your attention regarding this issue:
1. Zoning proponents cite studies showing that unchecked
growth increases the cost of services provided by local
governments, ultimately resulting in higher taxes to support
growth;
2. Zoning opponents are armed with studies showing that zoning
drives up housing prices, forcing people to settle outside urban
boundaries where housing is affordable;
3. Both sides have held “community meetings” featuring the
experts of their choice.
What are the Issues?
Vanishing sense of place
Property rights
Conflicting data/information
Information as weaponry
Public Issues Education?
What is Extension’s role in this issue?
 What is your role?
 How to you proceed?

Scenario 2
An out-of-state investment group
proposes building a 20,000-hog feeding
operation in your county. Concerns
have been raised to a fever pitch as
county citizens grapple with the issue of balancing economic
benefits of livestock production with quality of life and
environmental protection. Recognizing the need for a public
discussion on the issues surrounding the growth of the
livestock industry, the County Commissioners pass an
ordinance declaring a moratorium on new intensive livestock
operations and expansion of existing operations until they can
devise a plan about how to proceed.
Scenario 2
The ordinance calls for the formation of
a study committee to review current
research, describe the impacts
associated with intensive livestock
operations, and recommend solutions. Committee members,
appointed by the commissioners, represent various interests with a
stake in the outcome of any policy decisions. Some members of
the committee are in strong disagreement over the social,
environmental and economic impacts of swine farming. Extension
is asked to help this group develop its recommendations.
Although the committee has not yet been officially convened,
several issues regarding data have already come to your attention:
Scenario 2
2.
3.
4.
5.
1. Members have been amassing data much of it from the internet - to
support their positions for or against
intensive livestock operations;
Some committee members have stated that they mistrust data
that comes from the state university (your employer);
The state epidemiologist has testified that large-scale hog
operations pollute neighboring wells;
Studies undertaken by university faculty have shown that most
waste treatment ponds do not leak;
There remains a high degree of scientific uncertainty over the
rate and extent of nitrate transport in ground water;
What are the Issues?
Water quality
Air quality
Freedom to farm
Conflicting information
Scientific uncertainty
Public Issues Education?
What is Extension’s role in this issue?
 What is your role?
 How do you proceed?

Public Issues Education

Methods for providing education on issues
of widespread concern
 Use of facilitated dialogue and information
exchange
 Typically choice-focused
– Helping people make informed decisions about
public matters
Objectives
of Public Issues Education
Increase citizens’ knowledge about issues
 Help determine appropriate, effective
strategies for making decisions
 Help citizens craft, evaluate, and implement
alternative solutions
 Build skills, provide opportunities for
effective participation

Handling Scientific and Technical
Information

Public issues are usually complex, often
contentious
 Scientific and technical information is
central
 Science itself can be controversial
 Efforts of Extension educators can be
impaired
New Curriculum
Handling Scientific And
Technical Information
In Contentious Public
Issues
A Public Issues Education Approach
LEARNER’S
PACKET
Handling Scientific And
Technical Information
In Contentious Public
Issues
A Public Issues Education Approach
Kay Haaland
Washington State University Extension
Skagit County, WA
Steve Smutko
Dept. of Agricultural and Resource Economics
North Carolina State University
Raleigh, NC
Kay Haaland
Washington State University Extension
Skagit County, WA
Steve Smutko
Dept. of Agricultural and Resource Economics
North Carolina State University
Raleigh, NC
INSTRUCTOR’S
GUIDEBOOK
Includes:
- Background material
- Discussion Points
- Exercises
- Visuals
Curriculum Objectives

Learners will:
– Differentiate roles of Extension educators
– Learn differences between data conflicts and
substantive conflicts
– Learn appropriate methods of integrating
science and technical information into
collaborative processes
– Learn best practices
Application of Curriculum

Manage warring or contested science
 Manage distrust in the science from your
own institution
 Manage scientific and technical uncertainty
 Deal with information imbalances
Curriculum Modules
1.
2.
3.
4.
Roles for Extension Educators
Sources of Conflict
Key Concepts and Principles
Tools and Techniques
Tools and Techniques

Scoping and assessing the issue
 Designing an educational program
 Defining the problem
 Working with experts
 Negotiating and problem solving
 Making and implementing agreements
Materials

Instructor’s Guide
– Background material
– Discussion points

Class exercises (case scenarios)
 Sample agenda
 Visuals (slides and video segments)
 Learner’s Packet
Availability

Currently in production
 Preliminary copies available (without video
segments)
 Will be accessible from the web
– www.publicissueseducation.net