Online Master of Agricultural and Life Sciences

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https://hdl.handle.net/10919/51287

The Online Master of Agricultural and Life Sciences (OMALS), http://www.cals.vt.edu/online/, is uniquely positioned to meet the evolving and dynamic needs of today’s agricultural professionals. The program offers concentrations in the areas of agribusiness, applied animal behavior and welfare, applied nutrition and physical activity, education, environmental science, food safety and biosecurity, and leadership studies, as well as plant science and pest management. In addition to engaging classes, students benefit from the opportunity to work on-on-one with well-respected faculty in Virginia Tech's College of Agriculture and Life Sciences to complete a rigorous final project, using what they've learned and developing real-world research and communication skills. This collection showcases final projects completed by current and former OMALS students.

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Argumentative Writing “Egg Proj-chick”: A Chick Hatching Unit of Study for Teaching 7th grade Argumentative Writing Skills
Merrill, Suzanne (Virginia Tech, 2013-12)
This project introduces lessons using animal-assisted education techniques as an approach to reengaging students in the classroom. An informal observation of children who were diagnosed with attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD) yielded preliminary evidence that the disengaged students began to gain self-control and be more cooperative with others. A more comprehensive examination of this phenomenon seemed to be a worthwhile endeavor, which was the impetus for this project. The animal-centered unit of study designed by the author is the first-known, formal attempt to utilize the beneficial, therapeutic effects of animals in a non-science, academic unit to maximize learning potential. This project is a compilation of lesson plans that can be used in a unit for 7th graders on argumentative writing using chick hatching as the topic. The persuasive writing unit uses a chick-hatching project as the axis around which its lessons revolve. The aim of the unit is to provide a framework around which data pertaining to children’s learning can be collected and analyzed. The Ewing Township District Language Arts Supervisor evaluated the lesson plans and determined that they met Standard W.6.1 in the 2010 Common Core Standards for English Language Arts. It is recommended that research be conducted to determine whether or not there are correlations between the use of animals for academic purposes and the cognitive development of youth.
Capacity Building for Fundraising Coordinators: A Model for Increasing Rural Community Engagement
Atkins, Robin W. (Virginia Tech, 2017-09-15)
The purpose of this project was to develop a how-to manual for coordination of fundraisers in rural communities using Newport, Virginia as a model case. In preparation for the development of the manual, 78 adults in the Newport community completed a three-part survey on trends in volunteer characteristics, reasons for volunteering, and volunteering outcomes. The results showed that the motivators were based on factors involving the volunteer as a person and others, and were not reported as impacted by any demographic differences. The volunteer outcomes were shown to be based on the participants making a worthy contribution, and thinking fundraising is necessary to a viable community. After the completion of the manual, a draft was sent to five panelists who have helped organize comparable fundraisers. Recommendations were made to conduct a follow-up survey or interview with participants from a specific fundraiser in Newport in three to six months after the how-to manual has been implemented into the community. This will assess whether or not the manual is a viable tool in organizing the fundraisers and assess how the manual is being used, expand volunteer opportunities to include more visibility and coordination with local high schools and community colleges who offer a tuition-waiver education in exchange for community service hours, and create a “Community Engagement” fund that would provide need-based funds to community members in exchange for community service.
Creating learning opportunities for students with Science on a Sphere
Bates, Kara (Virginia Tech, 2014-07)
In many classrooms, teachers are looking for ways to increase student engagement. Disengaged students are not reaching their full potential and experience relatively high levels of anxiety and frustration, which negatively impacts learning. Providing multiple hands-on and problem-solving learning opportunities can increase student engagement. The new curriculum developed for use on the Science on a Sphere provides educators with a resource to create problem-solving learning opportunities in their classrooms by using cooperative learning. These opportunities will help students understand how to work in collaborative groups while learning about and solving science-related problems. The curriculum consists of activities themed around climate change and human health. Additionally, the curriculum has been aligned to the Virginia Standards of Learning. To assess the curriculum, teachers and administrators reviewed, assessed, and provided feedback on the lesson plans and handouts. Overwhelmingly, most respondents stated that while the activities were well thought-out, would be beneficial for increasing students’ learning, and provided problem-solving learning opportunities for students, they would not feel comfortable using and interacting with the Science on a Sphere without first participating in some form of training. Therefore, prior to making this curriculum available to other teachers, professional development opportunities should be provided to teach educators how to use and interact with the Sphere.
Development of the United States Marine Corps International Affairs Personnel Education and Training Program
Manchester, Steven (Virginia Tech, 2016-05-22)
The United States Marine Corps (USMC) International Programs Office is a unique organization, in the way of mission and responsibilities compared to other Department of Defense agencies and offices that work in International Programs. International Programs’ relevance continues to grow as part of the United States Government National Security and National Military Strategies. Being unique and streamlined working at a military Service level has tremendous benefits in executing International Programs for the USMC. Personnel in international programs perform at high levels on behalf of the US Government and are responsible for a multitude of functions and expertise to execute their jobs. The expertise required spans across many disciplines from International Affairs to acquisition and procurement of weapon systems and services for our friends, allies, and partner nations. Through investigation of current Department of Defense (DoD) Certifications there is no certification or training criteria to capture all functions in which the USMC International Programs Office is responsible. For International Affairs the Defense Security Cooperation Agency manages International Affairs (IA) certification for the Department of Defense; whereas, the Undersecretary of Defense for Acquisition, Technology, and Logistics manages International Acquisition (IA) certification. Based on the above the USMC international Programs Office personnel do not seamlessly fit into the current DoD education and certification model. Taking that into consideration and the fact that USMC International Programs personnel do not have a formalized certification, education, and training program; it is critical to develop a service level International Affairs Personnel Training and Education Program in order to provide the tools, skills, and training to ensure employees are prepared to execute their jobs. This project will research and analyze current Department of Defense International Affairs and Acquisition certification criteria and develop an education and training program for USMC International Programs personnel. Keywords: training, education, certification, mission
Effectiveness of Afterschool 4-H Enrichment Programs
Anglin, Kaila (Virginia Tech, 2014-12)
The purpose of this project was to determine the effectiveness of afterschool 4-H enrichment programs to increase interest and participation in the Clarke County 4-H program. Ten of the youth program participants completed a survey to rate their level of satisfaction with the program, personal perception of science, and aspirations toward future participation in science activities. The results showed that 60% of the participants like to see how things are made or invented, get excited about science, and want to learn more about science; 70% of the participants like experimenting and testing ideas while 80% of the participants reported liking science; and 100% of the participants indicated at least some interest in participating in another afterschool science program. Recommendations were made to create a logic model that reflects intentional programming and opportunities for expanded evaluation, to conduct a follow-up survey or interview with youth participants in 3 to 6 months after participation in the program, to expand STEM learning opportunities to include in-school 4-H enrichment programs, to provide youth with choice of electives and 4-H projects based on interest and prior exposure and to conduct future studies to evaluate aspirations, awareness, and participation in afterschool programs that is contingent on school day participation in this content area is proposed.
Examining Partnerships in a Farm to School Program
Barber, Donald S. (Virginia Tech, 2015-09-14)
This qualitative study examined one school and school system’s Farm to School program in an urban environment. The purpose of this study was to explore the partnerships of an established Farm to School program so that we can better understand the mechanisms that support the work and how to improve upon them. In this case study, eight participants were interviewed, and the data were analyzed for emergent themes related to Farm to School program partnerships and participation. As themes emerged, the results answered the two research questions. In the first research question, “Who are the partners in this Farm to School program?” three major themes addressing this question emerged from the interviews conducted. These themes were school-based partners, community and nonprofit partners, and business partners. All three types of actors that emerged play specific roles that maintain the flow of the school system and Smith Elementary’s Farm to School program. In regards to the second research question on which this study focused, “How do these partners view their collaboration and experiences with each other as partners within this Farm to School program?”, three additional themes emerged. The partners viewed their collaboration and experiences valuing each other and the benefits of the Farm to School program, focusing on social justice and knowledge of how their efforts bettered the community, and by focusing on capacity building as they were looking to improve and sustain Farm to School and the students’ future. Theories of social exchange and socioeconomic embeddedness reinforce Farm to School program success and collaboration. Recommendations include education, staffing, communication, using available resources, and building upon a feasible Farm to School program using the strengths and resources of program partners.
Experiential Learning in Agriculture Education
Johnson, Devon V. (Virginia Tech, 2016-05-02)
Many students find it difficult to comprehend information and retain knowledge from regular classroom instruction alone. In addition, many students cannot remain focused on a certain task for an entire class period. By incorporating experiential learning activities into the lesson plans, it is easier for students to recognize concepts being taught and remain focused longer by switching class activities from regular instruction to experiential learning. Using the work of David Kolb as the underlying foundation, it was determined that experiential learning is beneficial in agriculture education. The Experiential Learning Theory was used as the framework for this project to guide activities for increasing understanding of the content in Veterinary Science.
Exploratory Study of Participants Farm to Table: A Pathway to Fresh Fruits and Vegetables
Rose, Antwan (Virginia Tech, 2012-12)
The lack of fresh local food production impacts our diet and health. The obesity epidemic indicates that our national food system may not adequately address human health needs. Empowering youth with the knowledge of home food production and consumption is one step to enable them to develop good decision making skills that could help improve health outcomes overtime. This project report illustrates the creation and implementation of a Farm to Table 4-H youth development program. The overall goal of this program was to introduce youth participants to the way food can be produced and consumed from farm to table using local resources and services. By doing so youth learn how the Virginia agriculture system works and how they can produce and consume fresh, nutritious food safely. The activities within this program have been developed specifically to allow youth hands-on learning experiences while supporting in-class work. Teachers participating in this program have been empowered to change their approach to classroom lessons and instill positive change in youth. The Virginia Cooperative Extension (VCE) Master Gardeners are adult volunteers specializing in all aspects of horticulture and they volunteer their time to serve the local community, offering communication, education and fellowship. The Master Gardeners can be valuable program partners in the Farm to Table Program. The Farm to Table program, a program designed to emphasize the importance of growing and eating fresh, local foods is designed to be replicated in any school division from rural or urban areas. Given the opportunity, this program can become an integrated part of the spring school year.
Home Kitchen Safety Lessons for Children and Adults
Wingfield, Amanda (Virginia Tech, 2014-08-01)
The purpose of this project was to design a series of lessons introducing food safety concepts and hand washing to children ages three to five, which is a group that is considered an ‘at risk’ population with food safety regards. There are other curriculum that reach this audience, but the intent of this one is to target stay-at-home mothers, whose children are not in preschool. The project goal is to teach the mother and child food safety concepts while simultaneously using hands on cooking techniques to teach those lessons. The lessons described in this report may be used with other audiences that could include, but are not limited to, stay at home fathers, grandparents with grandchildren, etc. The ultimate goal is to provide food safety lessons that enable the participants to learn more to maintain a safe home kitchen while including children in the kitchen activities. This opportunity provides a chance for the adult participant and child to learn about while working together on reaching food safety goals during food preparation.
Integrating STEM into Extension Education: A Case Study
Humphries, Carter (Virginia Tech, 2016-05)
Extension education has played a valuable role in our society’s development over the years, especially regarding the well-being of our youth. Youth development programs everywhere are increasing in economic importance as there are many job fields in need of qualified individuals. Science, technology, engineering, and math (STEM) are among the fastest growing work fields where jobs are in abundance but qualified individuals lack. With STEM related jobs on the rise and a lack of suitable individuals to adequately fulfill the need, the push for STEM related programming and education at an earlier age is becoming of higher importance across the country. However, with interests often not being explored until high school, extension education is working to address these educational needs of our society at an earlier age. This case study was designed to determine how extension could work to provide quality STEM related programs to students in early elementary school through late middle school, increase student interests in STEM education and careers before entering high school through reached, and evaluate strategies used in STEM education and based on the experiential learning theory. We used secondary data, which was data previously collected as a means of evaluation from the evaluated programs of this case study. The evaluation for the programs addressed questions relating to participant’s interests in STEM which will later be defined. The evaluated programs included: two different Cooking Creations Camps, the Producing, Achieving, Striving, Success (P.A.S.S.) program, Introduction to Robotics, and Chesterfield Summer Rocketry Design and Competition. The findings showed that 4H programming can spark youth interests and develop interests that were already preexisting. Even though not all of the 35 respondents wanted to pursue a career in a STEM related field, the methods used in programming made the program more fun, engaging, creative, and helped develop valuable skills that will help youth become more successful. These findings agreed with previous studies.
Life Skills Develop through Participation in Youth Entrepreneurship Program
Howland, Catherine (Virginia Tech, 2013-12)
Entrepreneur and vocational programs are important in building workforce readiness skills in youth (Fields, Brown, Piechocinski, & Wells, 2012). Recent surveys have found that certain skills, including communications, critical thinking, as well as leadership development are lacking among young people (Pace, 2012). Ninety percent of respondents in a survey by the Center for Creative Leadership indicated that education in leadership should begin before age 18, while 50% noted a need to start in elementary school or before (Pace, 2012). Through already existing program settings that involve youth development professionals, youth have the potential to improve upon certain life skills that will aid them in achieving employment or starting a business of their own. Dedicated professionals in support of these endeavors can positively affect young people in their attempts to simultaneously balance jobs and maintain grades at school. In this report, the role of entrepreneurship within a 4-H youth development program was examined. Several young entrepreneurial workshops took place in an after school setting to provide youth with tools needed to run their own booth at a local farmers market. Participation in 4-H programs was positively related to youth life skill development. Building communication skills, teamwork skills, and a sense of responsibility in youth are just a few of the ways that Virginia Cooperative Extension programs influence young people on their way to adulthood. Findings in this report support the claim that youth gained important life skills as a result of their participation in the educational workshops combined with the hands-on experiences during the farmers market. Through entrepreneur activities in positive youth development programs such as 4-H, FFA and Boys and Girls Clubs, young people will be better equipped for life, in general, after high school.
Respecting, Influencing, Supporting, and Empowering Underrepresented Populations (R.I.S.E. U.P.)
Amal, Tommy (Virginia Tech, 2014-05)
Respecting, Influencing, Supporting, and Empowering Underrepresented Populations (R.I.S.E. U.P.) provides holistic support for underrepresented students through peer mentorship. Many undergraduate underrepresented students underperform academically and suffer from feelings of inferiority and exclusion from campus. To serve this population, R.I.S.E. U.P. consists of: mentor training facilitator’s guide with visuals, mentor training manual and evaluation protocol and instruments. To assess the materials, a panel of student affairs experts and research professors reviewed, assessed and provided in- depth feedback. To assess the evaluation protocol and instruments, and evaluation expert reviewed, assessed and provided feedback on the materials. All feedback will be incorporated in the project before its dissemination.
Teen Leadership Skill Development Through Participation in Leadership Training
Rothwell, Marie (Virginia Tech, 2015-12-03)
Teen leadership skill development programs are important to provide teens necessary skills for future success. Teen’s developmental needs have to be met, they need to be provided opportunities to engage in programs that are age appropriate and tailored to build their leadership skills. Thoughtful leadership programming becomes important during the time when 4-H youth membership begins to decrease. The project reported here aimed to determine if participation in teen leadership skill training increased teen’s perception of their leadership skills and increased their intent to stay engaged in programming. The design of the study was descriptive survey. A pre and post survey questionnaire was distributed to all (n = 7) study participants. The findings of the study were consistent with previous research showing that teen’s perception of their leadership skills will increase as a result of leadership training. A long-term leadership program interest questionnaire was distributed at the conclusion of the training to all (n = 7) study participants. The findings of the interest questionnaire were consistent with previous research showing teens intend to stay engaged when programming is developmentally appropriate and has real-world application. Additionally, the results of the study show that teens report acquisition of skills needed for active participation in future leadership opportunities.
Teen Leadership Skill Development through the Junior 4-H Camp Counselor Training Program
Temple, Karrin M. (Virginia Tech, 2017-05-17)
The purpose of this paper is to determine if there is a positive relationship between participation in the Junior 4-H Camp Counselor Training Program and development of leadership skills. Additionally, this study seeks to identify which leadership skills are self-reported as being developed, how youth are currently using these skills, and how they perceive that they will use them in the future. Data was collected from 983 training program participants between the ages of 14 and 19 who have been in the program for one year or more. Arnett’s Emerging Adulthood Theory (2000), a human development theory for people in their late teenage years and early twenties, served as the theoretical framework. A positive relationship between participation in the training program and the development of leadership skills was found. Furthermore, data analyses identified a number of specific leadership skills that were developed including self-esteem and confidence, ability to lead groups, speaking in front of groups, problem solving skills, and working as a team among others. This study combines both qualitative and quantitative data to identify how teens are being served within the 4-H program and provides information about positive youth development on camp counselors, a previously lacking area in the literature.
Understanding Followership to Improve Leadership
Marshall, Stacy N. (Virginia Tech, 2018-03-05)
Creating and developing leaders seems to be an obvious necessity in the workforce; and based on the amount of literature in bookstores and workshops conducted in my workplace alone, it is apparent that effective leadership is paramount for success. Being an effective follower does not seem to be quite as understood or discussed. After research and practical observation, it became clear that the key to developing good leaders was to ensure future leaders were good followers. In my experience, I have been told on multiple occasions that a great deal of respect from enlisted personnel goes out to officers who were prior enlisted, because they have an understanding of both sides of the leader-follower relationship. The purpose of this project was to develop a curriculum to be included as a course in the Leadership At All Levels (LAAL) program within Marine Corps Systems Command. In that training, specific guidance and education was provided on the meaning and importance of followership in helping leaders achieve success, and how effective followership can also breed future leaders. A part of that curriculum included a brief section on improving leadership communication to a group of followers, taking into account the amount of diversity among the workforce. Quite often, diversity is thought to be limited to race or ethnicity, but the training provided a brief insight to a variety of other areas that leaders need to take into account when communicating. Additionally, leaders need to consider the various methods of delivery available in the 21st century. In order to validate effectiveness, the curriculum was evaluated by a panel of six experts within the Command, to include the Command training lead, an outside training consultant, and four current leaders.
Virginia Veterinary Science Curriculum Resources
Heishman, Sherry A. (Virginia Tech, 2015-12-09)
A historical look at agriculture education curricula allows us to move forward to provide teaching tools and strategies for our students to experience greater academic achievement while also encouraging them to expand their 21st century skillset. In many classrooms, teachers are looking to find teaching resources and tools for veterinary science; they are looking for ways to increase student engagement. More specifically, teachers are looking for resources to help students develop the competencies to make them globally competitive in the job market. History has shown that students are not reaching their full potential and experience relatively high levels of anxiety and frustration, which negatively impacts learning. The global market for the agriculture industry has drastically changed since 1917 and so should the curricula and education options offered to students. Providing multiple hands-on and problem-solving learning opportunities as the foundation of agricultural education has allowed, coupled with engagement and contemporary strategies such as STEM and critical thinking activities, an increase in student engagement. The teaching tools provided by this project encourage hands-on educational experiences related to real world experiences. To assess the curriculum, teachers and administrators reviewed, assessed, and provided feedback on the resources and activities. Overwhelmingly, respondents stated that the activities were well thought-out, would be beneficial for increasing students’ learning, and provided problem-solving learning opportunities for students. Further respondents indicated that the activities could easily be incorporated into lesson plans. Additionally, the teaching tools were aligned with Virginia Department of Education competencies and Standards of Learning. Further curriculum should be developed to allow all Virginia students to benefit.
Workshop on the Impact of Credit Education & Loan Worthiness with a Goal of Homeownership
Hopkins, Crysti B. (Virginia Tech, 2016-03-04)
My project began with the purpose of conducting a workshop on the impact of credit on loan worthiness. The workshops focused on credit and how to improve it to help one’s ability to obtain loan approvals for life’s wants and needs (homes, vehicles, etc.). The participants were individuals working with the local Habitat for Humanity organization in hopes of one day owning a home. In order to receive a home through Habitat, a requirement is to have completed a homeownership education class. I have taught each of these three series of classes in Louisa County, VA. The participants started the classes after deciding for themselves that they wanted to work with Habitat for Humanity. The credit workshops consisted of five out of twelve sessions of the course. Participants were previously interviewed by the Habitat director to make sure they fit into the Habitat program’s guidelines. Participants were provided the education to be able to understand credit and budgeting. The participants’ self-efficacy beliefs and changes in planned behavior brought them to this point. These working mothers had to arrange their work schedules, children’s pick up times from child care in the evenings, transportation to classes among other challenges to be able to attend the classes. No one missed a class without calling ahead of time to say why they were not able to attend. Arrangements were made with those needing another time to meet. Due to the evening time meetings, usually light dinners were provided. Also, the room was large enough for children to be able to come if necessary. Through the knowledge gained in class, participants were able to see a light they had not known existed. The light represented credit management strategies that were used to avoid negative financial impacts. They now have the ability to establish good credit, improve on past problem credit, and to budget for savings. These participants had decided before classes started that they were going to be successful at whatever it took to own a home for their family.
Youth Leadership Program
Yager, Kristina A. (Virginia Tech, 2017-12-13)
Providing elementary students with meaningful opportunities to learn and practice essential leadership skills can benefit youth and the society in which they will grow, live and contribute. Based on the idea that youth leadership programs rarely target fourth and fifth grade youth, this project offers an educational resource to support the exploration of teaching transformational leadership in a safe, elementary school environment. The purpose of the project is (a) to gather expert opinion data on youth leadership programs offered, (b) to provide a youth leadership development resource for educators, (c) to evaluate the “Invest in Yourself” youth leadership lesson plan components, and (d) describe insights about the transformational approach of modeling leadership, and if it is feasible for teachers to employ. The results include: (a) the opinion that there is a need for additional youth leadership development programs locally, (b) key leadership development skills currently being taught in 4th and 5th grade elementary school classrooms are teamwork, goal setting, and effective communication, (c) experts confirm the “Invest in Yourself” educational resource objectives are accurate, and (d) recommendations for improvement of the “Invest in Yourself” youth leadership development resource.

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Browsing Online Master of Agricultural and Life Sciences by Author "Anderson, James C. II"

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