Residents in Stillwater County, MT, used a weed bounty program as an educational tool to promote awareness, detection, and control of spotted knapweed (Centaurea maculosa Lam. # CENMA) on range and noncropland. Many people became involved with the weed control effort, weed awareness was increased, spotted knapweed was controlled, and the program was cost effective. The success of a weed bounty program is influenced by 1) the enthusiasm and innovations of the county extension agent, weed supervisor, or other key individual or group in the community; 2) the choice of the weeds selected; and 3) good media coverage of the bounty program. With proper planning and organization, weed bounty programs effectively promote awareness and action in other areas of public concern.

Four years of televising a university course for delivery to an audience of agricultural producers provides some reflections on the feasibility of combining traditional classroom instruction with in-depth extension educational programs. There are a sizable number of active agricultural producers who are eager to study academic topics in greater depth than could be obtained in traditional workshops or seminars. It seems possible to overcome many obstacles that earlier suggested distance education via television was not feasible from an administrative, budgetary or client acceptance point of view. The results seem worth the effort, with the providing institution benefiting from increased national recognition.

Many farmers view with skepticism the dominant agricultural research and extension education model, in which new knowledge on f arming practices is developed by researchers and delivered through extension programs. The participatory research and education model is designed to support a shared vision of research and education as a learning process among partners working in community. The participatory model is offered as a way to achieve better communication and enhanced cooperation among farmers, researchers and extension educators.