The study's major theme is that community sustainability after natural disasters depends on adaptive capacities of individuals, families and businesses. Action research grounded in a community resilience theory (Norris, Stevens, Pfefferbaum, Wyche, & Pfefferbaum, 2008) and NVOAD's (National Voluntary Organizations Active in Disaster) recovery model assumptions found support for five community implementation strategies used in a rural community's flood recovery and resilience process. Two years after the flood devastated over 90% of businesses and 65% of homes, collective, yet varied, community voices shared what worked and what did not work.

Natural disasters both increase and cause financial challenges for survivors. Crisis support reduces negative outcomes such as financial stress, yet survivors are often unaware or unable to access available services. Aiming to innovatively improve access to quality financial education and to support financial recovery post-disaster, a video series was developed with a community advisory board. The RE-AIM framework informed a developmental evaluation measuring the videos’ influence. Results indicated majority of participants have used or intend to use the videos in their disaster work. This indicates the video series may be a helpful tool for disaster responders when providing financial recovery support.

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Extension education. Methods to involve community members may have changed as communities changed, but input provided by citizens remains critical. The purpose of this article is to share one Extension program as an example of how a program can utilize some traditional approaches and incorporate new methods to adapt and meet the changing needs of families and communities in the 21st century. The changing needs of families, communities, and issues in society have required that Extension broaden its offerings to meet these needs, including new technology and online learning environments (Gould, Steele, & Woodrum, 2014). In a 2004 Journal of Extension article, Bull, Cote, Warner, and McKinnie discussed seven characteristics of engaged institutions as identified by the Extension Committee on Organization and Policy (ECOP). These characteristics include: responsiveness, respect for partners, academic neutrality, accessibility, integration, coordination, and resource partnerships. They also suggested an eighth characteristic of relevance to ensure appropriate programming to meet community needs. Extension's research-based