AN ASSESSMENT OF MEMBER EDUCATION AND COMMUNICATION PROGRAMS IN RURAL ELECTRIC COOPERATIVES.

Introduction

A farmer giving witness in a Tennessee church in the early 1940s said, "Brothers and sisters, I want to tell you this: The greatest thing on earth is to have the love of God in your heart, and the next greatest thing is to have electricity in your house" (Crain, 1998, p.1).

NRECA defined a cooperative as a "user-owned and user-controlled business that distributes benefits on the basis of use. A business voluntarily owned and controlled by its member patrons and operated for them and by them on a non-profit or cost basis; it is an association with an economic objective owned and run by the people who use it and operate for their mutual benefit." They also see education as the act or process of imparting or obtaining knowledge or skill (NRECA, 1998a).

There are seven cooperative principles that cooperatives must adhere to. They include:

1.) voluntary and open membership;

2.) democratic control;

3.) member economic participation;

4.) autonomy and independence;

5.) education, training, and information;

6.) cooperation among cooperatives; and

7.) concern for communities (Hoyt, 1996).

The Importance of Communication

In April of 1996, the Federal Energy Regulatory Commission (FERC) gave orders that led to wholesale competition in the electric power industry. These directives were discussed in "The Energy Policy Act" which became law in 1992 (NRECA, 1998b). These orders have led to deregulation within the electric utility industry. According to Silberstein (1998), deregulation is "the process that states would go through to 'unbundle' transmission, distribution, and generation functions into separate components" (p. 19).

The National Council said that a key to a successful market transition is an informed consumer. "If consumers believe they have adequate information available to them, they are far more likely to embrace the decision to move to a competitive environment. The National Association of Regulatory Utility Commissioners (NARUC) adopted a resolution in 1996 that supported the consumer right to know disclosure policy. The group thought is important that consumers were able to compare prices, price variability, and other characteristics of their electricity purchase. Disclosing information to consumers would accomplish three goals. (1) It would allow customers to make the choices they wish to make, and provide information for them to find the prices they are willing to pay. (2) Disclosing information enhances consumer protection. (3) This information disclosure would allow the new electricity market to function more efficiently" (The National Council, 1998).

With these changes taking place, cooperative principle number five, which addresses education and training, is becoming more important. The traditional cooperative principle number five sets guidelines for member education and communications programs that should be followed. Education through communications is a high priority for cooperatives. This effort should consist of more than just advertising and distributing information. Communication "is critical to the effective and informed participation of members which lies at the core of the cooperative definition" (Hoyt, 1996, p. 5).

Education through communications plays an important role in rural electric cooperatives. "Education = understanding. The need to continue that educative role is even greater today. ...In fact, cooperative education is going to have to be a necessity, a priority; in long-range planning" (Jamese, 1982, p. 37).

A cooperative must realize that communications and education are important every day, not just during times of change. They must also realize that there is more to successful cooperative education and communications programs than meeting cooperative principles. Cooperatives have to want to perform this function. "If we establish and operate member information and education programs because it's the thing to do, because it's tradition, and because it's a cooperative principle, our cooperative won't get its money's worth" (Erickson, 1989, pp. 101-102).

The importance of member education and communications is often overlooked by cooperatives. Education and communications are important to a cooperative having informed and active participants. This is easily put on hold as more pressing things take staff time. It is important to stay in touch with members. "It is important that there be a continuous information exchange between the electrical system and its publics. There must be some link to connect them" (Chesnutt, 1997, p. 14).

Member support is the key to a cooperative's success. In the early days of rural electrics, it was no problem. Members had waited patiently for electricity; and they took an active role in the cooperative ("Electric Cooperatives," 1996). Today, many member-owners are removed from the tight knit feeling their parents and grandparents had because they have always had electricity.

When members recognize the coop as their own business they become more informed. They start taking an active role by serving on the board of directors and attending annual meetings. The success of the cooperative depends on the spirit and commitment of its members (Case, 1982). Communications activities are never done because there is the challenge of informing succeeding generations of members (Matteson, 1997).

Sometimes these programs are cut from the cooperative's budget as an easy way to save money. The expenses of a communication professional's salary, the cost of printing a newsletter, and other forms of communication are easy targets during cutbacks (Erickson. 1989). "Today' s managers are results-and bottom-line oriented. They must be in order to survive in a world of extreme competitive pressures. And we cooperative communicators are illadvised to assume that our communications programs can any longer be justified by the simple dogma that education is, after all, a cooperative principle," (Matteson, 1997, p. 2).

Education usually pays for itself and contributes to a cooperative's productivity. "Education is an expensive activity, but it can be a cost effective one. The alternative, which is nonperformance or subpar performance, can be even more expensive for an organization" (Webb, 1990, p. 57).

Cooperative education is a constant process that develops active members (Schriver, 1986). Education is the key building block to having a productive cooperative (Thomas, 1990). "Critical to improving the commitment of organizations to this effort is recognizing education's importance to operating cooperatives. Education can then gain a firmer foothold within individual cooperatives" (Dunn, 1993, p. 23). Through education, cooperatives can change attitudes, knowledge, and behavior of employees, directors, members, and the general public (Webb, 1990).

"Communication breaks leave members feeling disconnected and frequently unclear about how their efforts and labor tie into the organization. ...Members make financial, emotional, and intellectual investments in their organizations" (Gray & Duffey, 1996, p.8).

There are numerous methods of educating through communication. Face-to-face, one-on-one, letters, brochures, advertisements, and electronic media are just a few examples. (Chesnutt, 1997).

Purpose

Examining the cooperative principles from time to time makes cooperatives aware of their duties. Times are changing, and because of this, a former youth tour participant decided to evaluate cooperative education and communications programs. This study was meant to create awareness among cooperatives and academia about the importance of cooperative principles and the need to educate and communicate effectively in a changing world.

The study was performed through Texas Tech University's Department of Agricultural Education and Communications. Its purpose was to provide an accurate assessment of the member education and communications programs in rural electric cooperatives across the United States. The study assessed how cooperatives uphold cooperative principle number Five, provided insite into the audiences being targeted for educational programs and the forms of communication used to reach them.

There were 103 cooperatives randomly selected from across the country. Out of the 103 cooperatives surveyed, 94 responded for a 90.9% response rate. Each participant was offered a complete copy of the thesis and study results; over 14 packages were mailed Out to participants.

Questions to be Studied

1. What were the demographic variables of those being surveyed in regard to their (a) position or title, (b) the cooperatives' member population, (c) the number of persons performing the activities, (d) the number of years the respondent had worked there?

2. What did member service personnel or communications specialists consider the primary goals of cooperative education?

3. Were communications and education budgets increasing or decreasing? Was there a separate line item for each in a cooperative budget, and were these functions distinguished between?

4. Who was the target or primary audience for cooperative education and communications programs?

5. What topics were considered important to inform the members about by using cooperative communications programs?

6. What communication materials were used in cooperative communications programs, and which form of communication were used most often?

7. What were the opinions that member service and communications personnel have toward education and communications programs?

8. Did member service and communications personnel of rural electric cooperatives fulfill cooperative principle number 5 (education, training, information)?

Data Collection and Analysis

The study was conducted from April 1 through May 10, of 2000, using a mailed survey instrument. A cover letter, questionnaire, and self-addressed, stamped envelope was mailed to each communications specialist drawn to sample.

The questionnaire was also placed on the Internet. Participants had the option of sending back the mailed questionnaire or filling the survey out on-line by using a PIN (code) number. (Dillman, 2000).

A 90.9% response rate (94 out of 103) was achieved. There was a 70.2% response rate through the mail, and a 29.8% response rate from the Internet.

Findings/Conclusions

What were the demographic variables of those being surveyed in regard to

(a) their position or title, (b) the cooperative's member population, (c) the number of persons performing the activities, (d) the number of years the respondent had worked?

Five groups including: member services, marketing, communications, administrative assistants, or vicepresidents and general managers filled out the questionnaire. More than one-third (34.4%) had a position in the member services department. Marketing positions (19.4%) and vice-presidents or general managers (19.4%) also filled out the survey. Less than one-fifth of the respondents had the title of communications specialist (18.3%).

Participants had member populations ranging from 1,000 members to 102,000 members. This difference was due to the rural or urban areas where the cooperatives were located. Their locations led to a diverse amount of members. Over two-fifths (23.6%) had between 9,000-19,999 members. Over 22.9% had populations between 4,000-8,999. Nineteen point four percent of respondents had between 1,000-3,999 members. Over one-tenth of respondents (11.0%) had a member population of 20,000-29,999 members. The next three groups all had 7.7% of respondents for populations of 30,000 to 39,999, 40,000 to 60,000, and above 60,000.

The participants' had worked at the cooperative from two months to 35 years. Over two-fifths (41%) of the member service or communications personnel had worked at the cooperative for less than a year to nine years. Less than one-third (31 2) of the respondents had worked at the cooperative for 10-19 years. Over one-fifth of the respondents (22.4%) had worked at the co-op for 20-29 years. Over 5% had worked at their co-ops for over 30 years. The average years working at the cooperative was 12 years.

The participants were asked to indicate how many professionals beside themselves performed communications or educational activities. Of the communication and member service personnel surveyed, over one-fourth (27.5%) indicated they were the only communications or education person performing these duties on a regular basis; less than one-fourth (24.2%) had two people performing these duties; and one-fifth (20.8%) had three people on staff to perform these activities. Nine respondents (9.9%) had four people on their staff performing communication and education activities. Less than one-tenth of respondents (7.70/0) had at least five people performing these activities, while four respondents (4.4%) had six or seven people on staff. Only 4.4% had eight staff members performing communication and education activities.

Findings for Question 2

What did member service personnel or communications specialists consider the primary goals of cooperative education?

Survey participants were asked what the primary goals of cooperative education were. A four-point Likert-type scale was used to rate the listed topics as (4) extremely important, (3) very important, (2) important, or (1) not important. The primary goal of cooperative education was to improve member relations. Enhancing the cooperative's public image and providing information were also primary goals of cooperative education and communication programs. Improving decision making for members, improving employee knowledge, improving the cooperative climate, and explaining deregulation and "customer-right-to-choose, and promoting the understanding of cooperative principles " rounded out the top eight goals of communications and education. Increasing business volume and increasing membership (2.41) were not the main goals for cooperative education and communications programs.

Respondents could also write in what they considered a primary purpose of member education. Some suggestions included raising the standards of living, enhance awareness of co-op existence, promote the history of EMCs, build recognition, and promote energy efficiency.

Findings for Question 3.

Were communications and education budgets increasing or decreasing?

Was there a separate line item for each in a cooperative budget, and were these functions distinguished between?

Participants were asked if their cooperative distinguished between member Education and communications programs in their budgets, if their budget had increased or decreased over the past ten years, and if the budget would increase, decrease, or be completely eliminated over the next five years.

Over half of the cooperatives (58.1%) did not have a separate line item in their budget for member education. Over half of the respondents (58.1%) had a separate budget for member and employee communications, and 62.4% of cooperatives do not distinguish between the functions of cooperative education and communications. Education often comes through the use of communications. Most cooperatives are using communications for educational purposes.

Over three-fourths of respondents (80%) said their budgets were somewhat higher or much higher than 10 years ago; and 12.9% said their budget had remained the same over the past 10 years. Two respondents said their budget has been decreased in the past 10 years.

When asked how their budget would change over the next five years, most respondents were optimistic and expected increases. Over half of the respondents (50.5%) said they would receive a 15 percent or higher increase in their education and communications budget. Over two-fifths of respondents (48.4%) said their budget would stay about the same, and one respondent said their budget would be completely eliminated within five years.

Findings for Question 4.

Who was the target or primary audience for cooperative education programs? And, which of these audiences was given top priority in receiving information?

In this section, respondents were asked to evaluate the target audience for their communications and education activities. There was a list of audience groups, and the survey respondents had to rank them in the order from highest priority to lowest priority using a scale of seven to one. The groups included general managers, cooperative directors, co-op members, co-op employees, youth or students, young adults, and the general public.

Cooperative members were the highest priority audience. Employees came in second. "It is more important to educate members than employees," according to one of the respondents. That participant thought it was "a waste of time to educate employees because they were involved in the daily happenings of the cooperative, the same for the general manager and the board of directors." The general public was a middle priority audience. The next four groups (in order) were not primary audiences for education. They included young adults, co-op directors, youth, & general managers.

Findings for Question 5.

What topics were considered important to inform the members about by using cooperative education programs?

Respondents were asked to rate a list of topics covered in their member education and communications program. A Likert-type scale was available for participants to rate topics from highest priority (4), to lowest priority (1). The topics included cooperative finance, cooperative management and operations, cooperative philosophy, principles and practices, director roles and responsibilities, history of the cooperative, cooperative organization and structure, rights and duties of cooperative members board-management relations deregulation and a changing industry, and mergers and consolidations.

Respondents are aware of the changing industry and the impact of deregulation. They are committed to keeping their members informed about this change, as it was a high priority in education and communication programs. Informing members about cooperative philosophy, the seven cooperative principles, and the rights and duties of cooperative members were also high priority topics in communications and education programs. Low priority topics included cooperative management and operations, cooperative organization and structure, director roles and responsibilities, board-management relations, cooperative history, and mergers and consolidations. Cooperative finance was the least important topic to cover in education or communication activities.

Findings for Question 6

What communication materials were used in cooperative education programs, and which form of communication was used most often for educational purposes?

Question six studied the materials participants use for education and communications, and rated those materials on their level of use. Participants rated their cooperatives' use of written materials, videos, television commercials, displays at trade shows, newsletters, annual meetings, informational fliers, town hall meetings, informational packets, retreats and youth camps (youth tour), electronic mail, and Web pages using a four-point Likert-type scale. The scale ranged from (4) always use, (3) often use, (2) seldom use, to (1) never use.

Newsletters were the most commonly used form of communication. Written materials of other natures and annual meetings rounded out the top three forms of communication materials. These forms were used more often than any of the others listed. Informational fliers, Web pages, displays at tradeshows, informational packets, email, retreats & youth camps, and videos were seldom used for educational or communications purposes. Town hall meetings and television commercials were almost never used as a way to educate.

Findings for Question 7

What were the opinions that member service and communications personnel have toward education and communications programs?

One part of the survey instrument asked participants to evaluate statements about cooperative education and communications. A four-point Likert scale was used to determine the respondents level of agreement. Respondents chose to strongly agree (4), agree (3), disagree (2), and strongly disagree (1) with the following statements:

1. There is a public value to education about the cooperative form of business.

2. The education of cooperative members should be left to the cooperative themselves.

3. More financial resources should be devoted to education and communications programs.

4. The education of cooperative directors is important to the cooperative.

5. The education of cooperative employees is important to the cooperative.

6. There is an abundant amount of educational information available for cooperatives.

7. Providing education about cooperatives is less important than it used to be.

8. Budgets should be expanded so more education and communications can take place.

9. Most current education about cooperatives is out of step with modern businesses,

10. It is more important now than ever before to use education and communications because of the changing industry.

Statement five "the education of cooperative employees is important to the cooperative," had the highest level of agreement with a mean of 3.75. Statement number ten "it is more important now than ever before to use education and communications because of the changing industry," was also strongly agreed upon with a mean of 3.67.

Statement number one, "there is a public value to education about the cooperative form of business," was also agreed upon strongly with a mean of 3.65. There was a slight difference between that and statement number four, "the education of cooperative directors is important to the cooperative," which had an agreement level of 3.61. There was little difference in the level of agreement between statement eight (3.32), "budgets should be expanded so more education and communications can take place," and statement number three (3.31), "more financial resources should be devoted to education and communications programs." Statement two, "the education about of cooperative members should be left to the cooperatives themselves," had an agreement level of 2.83, which shows most participants disagreed with the statement.

Participants disagreed (2.78) with statement six, "there is an abundant of amount of educational information available for cooperatives." They also disagreed with statement nine (2.71), "most current education about cooperatives is out of step with modern business." They strongly disagreed with only one statement, which was statement number seven, "providing education about cooperatives is less important than it used to be," with a disagreement level of 1.66. The results for the level of agreement with these questions are illustrated in Table 1.

Findings for Question 8.

Did member service and communications personnel of rural electric cooperatives fulfill cooperative principle number 5 (education, training, and information)?

After reviewing the information, it is evident that member service and communication personnel uphold cooperative principle number five. Every respondent in this study provided some form of communications or education to their cooperative members. They use a wide variety of resources, the most common being newsletters and annual meetings. They are committed to informing their member-owners about the changes taking place in the industry with deregulation being a priority topic discussed. They are introducing new technologies, e-mail and Web pages, to give their members more up-to-date information. Participants also responded they uphold principle number five by training members of the board of directors and employees.

Summary

The primary goal of cooperative education was to improve member relations. Enhancing the cooperative's image, providing information, improving decision making, and improving employee knowledge were also primary goals for cooperative education.

Cooperative members were the highest priority target audience. Employees and the general public rounded out the top three priority audiences.

When asked what topics were given priority for education and communications, respondents were very aware of the impact communications plays in informing the members in a changing industry. Deregulation and a changing industry was the topic given the highest priority, cooperative philosophy, the seven cooperative principles, and the rights and duties of cooperative members were also high priority topics being communicated or discussed. Other topics including cooperative management and operations, cooperative organization and structure, director roles and responsibilities, board-management relations, cooperative history, and mergers and consolidations.

Newsletters were the most common form of communications used to keep members informed; other written materials and annual meetings were used frequently to keep member-owners informed and educated about the cooperative. Web pages and e-mail were seldom used to communicate with members. Town hall meetings and television commercials were never used to communicate with members.

Conclusions

The following conclusions were based on the interpretations of the data presented in the study and are restricted to the target population, which was member education and communications specialists at rural electric cooperatives.

1. The primary goals of member education were to improve member relations and enhance the co-ops public image

2. Cooperative members were considered the primary target audience for cooperative education and communications. There was also a strong need to inform cooperative employees. General managers and youth are given low priority when targeting education.

3. Deregulation and a changing industry was a major concern, and was the main topic being discussed through member education and communications programs. Co-op philosophy and co-op principles were also seen as important topics to discuss with member-owners.

4. Newsletters were the most common form of communications used to educate. Annual meetings were an important way to communicate and educate members. Web pages and e-mail were used less frequently, and some respondents believed these were valuable tools to keeping members informed. The use of e-mail and Web pages varied greatly from cooperative to cooperative.

5. There was little education for youth. Many respondents thought this was not a target audience, and they did not provide retreats or camps, but a few did take part in the Youth Tour.

6. Most education activities took place through the mail by using newsletters, fliers, or informational packets. Less emphasis was placed on television commercials or informational videos.

7. Most communication and education was performed to benefit cooperative members or employees, not the general public.

8. Cooperatives were upholding cooperative principle number five (education, training, and information). Respondents believed the need to educate member-owners and understood cooperative principle number five should be fulfilled.

Recommendations

1. Cooperatives should place more emphasis on educating the youth. This audience was ranked very low, but these are the future members of cooperatives and it is important to educate them while young about the benefits of belonging to a cooperative. This can be accomplished by supporting the NRECA Youth Tour, NRECA Youth Consulting Board, and rural electric camps.

2. Research needs to be conducted to assess how well communications specialists are incorporating Web sites and e-mail into their communications programs.

3. Future studies need to be conducted to see if cooperative members have the same perceptions of cooperative education as the member service and communication specialist from their cooperative.

4. Additional studies should be conducted to identify what cooperative members consider important topics to be discussed in communications and educational materials.

5. Other studies should also evaluate the other six cooperative principles and if they are being upheld by cooperatives.

Acknowledgements

I must thank Bob Rademacher for supporting youth education through the Youth Tour. Audry Ricketts has also been there whenever I have needed anything and to keep my cooperative spirit alive. Thanks to Tom Holt and Scott Parsley from East River who allowed me to intern with them. This research project would not have been accomplished without all their guidance and the support.

Thanks to the survey respondents who took the time to answer the questions. I hope something was gained from the research.

Michel M. Haigh, BS. Ag Journalism, South Dakota State University, BS. Communication Studies, South Dakota State University, Brookings, S.D. (1999) MS, Agricultural Education and Communications, Texas Tech University, Lubbock, T.X.(2000). She currently works as a communications specialist for Oklahoma State University in the agricultural communications services department.

REFERENCES

Case, B. (1982). Mind your own business through patronage. American Cooperation [Annual Journal], 253-256.

Chesnutt, E.F. (1997). Getting in step. A guide to practical public relations. Arlington, VA: National Rural Electric Cooperative Association.

Crain, C. (1998). How co-ops give power to the people. Rural Cooperatives, January/February, p. 1-3. [on-line] Available: www.rudev.usda.gov/rbs/pub/jan98/contents.htm.

Dunn, J. R. (1993). Cooperative education survey: Cooperatives version. Agricultural Cooperative Service U. S. Department of Agriculture Research Report 119.

Electric Cooperative. On the Threshhold of a new era. (1996). Vienna, VA: Public Utilities Reports, Inc.

Erickson, J. R. (1989). Member education and communication: An alternative to baseball, hot dogs, apple pie, and Chevrolet. American Cooperation [Annual Journal], 101-107.

Gray, T. W. & Duffey, P. (1996). Listen & learn: Understanding member complaints can help build commitment. Rural Cooperatives, May/June, p. 8-10.

Hoyt, A. (1996). And then there were seven: Cooperative principles Updated. Cooperative Grocer, January/February, 1-6. [on-line] Available: www.wisc.edu/uwcc/staff/hoyt/princart

Jamese, D. (1982). Cooperative challenges and changes. American Cooperation [Annual Journal], 34-40.

Matteson, B. (1997). Selling communication ideas to management. CCA Communications Handbook, p. 1-3.

National Council of Competition and the Electric Industry Synthesis Report. (1998). A Summary of research on information disclosure. Gardiner, MA: The Regulatory Assistance Project.

National Rural Electric Cooperative Association (NRECA). (1998a). Cooperatives and your community. [Brochure]. Arlington, VA: NRECA.

National Rural Electric Cooperative Association (NRECA). (1998b). History of rural electrification. [Brochure]. Arlington, VA: NRECA.

Schriver, D. H. (1986). Developing a responsible cooperative membership. American Cooperation [Annual Journal], 18-23.

Silberstein, P. (1998). Electricity deregulation: Consumer effects, co-op action. American Cooperation [Annual Journal], 18-23.

Thomas, D. C. (1990). Education: The key to cooperatives' future. American Cooperation [Annual Journal] 51-55.

Torgerson, R. E. (1990). The cooperative education depression. American Cooperation [Annual Journal], 62-67.

Webb, O. G. (1990). Education in cooperatives: Does it pay? American Cooperation [Annual Journal], 56-61.

              RESPONSES TO THE QUESTION "PLEASE INDICATE THE
               DEGREE TO WHICH YOU AGREE WITH THE FOLLOWING
                                STATEMENTS:
Statements                                     Mean  SD
The education of cooperative employees
is important to the cooperative.               3.75 .51
It is more important now than ever before
to use education and communications
because of the changing industry.              3.67 .54
There is a public value to education
about the cooperative form of business.        3.65 .48
The education of cooperative directors is
important to the cooperative.                  3.61 .59
Budgets should be expanded so more
education and communications can take place.   3.32 .61
More financial resources should be devoted
to education and communications programs.      3.31 .69
The education of cooperative members
should be left to the cooperatives themselves. 2.83 .73
There is an abundant amount of educational
information available for cooperatives.        2.78 .67
Most current education about cooperatives
is out of step with modern business.           2.71 .77
There is an abundant amount of educational
information available for cooperatives.        1.66 .76

THE AUTHOR'S VIEWPOINT

One of the most interesting findings was the lack of education and communication efforts toward youth. They are among the last groups communication efforts are targeted to, which disturbs this former Youth Tour participant and YCB board member.

The Youth Tour experience shaped me into who I am today. Without my cooperative background, I would not have chosen my major at college or performed my thesis research. That trip opened my eyes to the wonderful, exciting world outside of South Dakota. It made me realize all that I could give to the rural population of this country, and the impact that cooperatives have on our daily lives.

After attending the Youth Tour, I spent a day with my local cooperative, Dakota Energy. I attended their annual meeting and the regional meeting speaking about the importance of the Youth Tour and youth education. Somehow I failed. It is obvious when youth and young adults are rated at the very bottom of a list of target audiences. Have you ever stopped to wonder, that as rural America gets smaller and deregulation takes place, who are your members going to be? Former Youth Tour participants can only spread the word so far. I am a consumer, and right now I cannot be a cooperative member. If I had a choice, I would gladly choose a cooperative supplier because of the education I received as a youth. How many others will do this? Who makes up the future consumers - YOUTH.

I had several internships thorough college, but the one I found most fulfilling was the time I spent at East River Electric Power Cooperative in Madison, SD. I wrote articles and took photos of cooperative members for the monthly newsletter. I was amazed at the unique home- based businesses and farm diversification raking place, and the impact the cooperatives were having on South Dakota through rural development efforts.

I continue teaching about rural cooperatives. I fought hard to do my masters research on this topic, so I could give something back to an industry that has given me so much. My committee learned more about cooperatives than they really wanted to, but at least my thesis will sit on the library shelf for some other youth to look at when they want to learn about cooperatives.