Department of Agricultural, Leadership, and Community Education

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Browsing Department of Agricultural, Leadership, and Community Education by Author "Adeoye, Samson"

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    Cases in Agricultural Leadership: An Open Access Book Opportunity
    Kaufman, Eric K.; Adeoye, Samson; Coartney, Jama S. (2023-07-19)
    Case studies are a valuable instructional tool for bridging the gap between abstract concepts and practical application. That bridge can be particularly elusive when combining disparate concepts like agriculture and leadership, yet that is the challenge facing hundreds of agricultural leadership educators. Undisguised teaching case studies can help, and some are already available in the Association of Leadership Educators’ (ALE) Case Study Database, yet more are needed to meet the need. This roundtable discussion will explore ideas and opportunities for an open access textbook. We anticipate rich dialogue with prospective authors, learners, and educators, gleaning insights to guide a path forward for this potential book idea.
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    Co-generative learning: Applying the undisguised case teaching method
    Kaufman, Eric K.; Adeoye, Samson (Virginia Tech, 2023-02-17)
    Undisguised teaching case methods offer the potential for bridging the broken link in the education-to-workforce pipeline. They offer possibilities for surfacing the creative forces in students. This is contingent upon rousing interest, provoking conflict, creating empathy, forcing decision-making, and stirring the need to learn. Both instructors and students experience a meaningful engagement in co-generative learning. Participants in this session will learn how to adaptively facilitate a dialogic classroom toward resolving complex real world challenges.
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    CyberBioSecurity through Leadership-as-Practice Development
    Kaufman, Eric K.; Adeoye, Samson; Batarseh, Feras; Brown, Anne M.; Drape, Tiffany A.; Duncan, Susan; Rutherford, Tracy; Strawn, Laura K.; Xia, Kang (2022-03-28)
    CyberBioSecurity is an emerging field at the interface of life sciences and digital worlds (Murch, 2018). The solution to the global cyberbiosecurity challenge is not merely technical; society needs cyberbiosecurity professionals who engage in leadership with a boundary-crossing approach that involves collective effort. Such an approach emerges from leadership-as-practice development (LaPD), characterized by its efforts to “change patterns and thinking that could transform a culture of mediocrity to one of excellence and resilience'' (Raelin, 2020, p. 2). While LaPD has been used in some professional learning contexts and it aligns with some signature pedagogies of the professions, the opportunity remains for embedding LaPD in graduate education to meet the needs of emerging fields. The objective of this proposed project is to catalyze transformative cyberbiosecurity graduate education in a way that increases cognitive integrative capability among cyberbiosecurity scientists and professionals. As noted by Pratch (2014), “leaders who possess integrative capacity are better able to assess problems and find workable solutions than those who do not” (p. 1). In this project, we intend to embedding LaPD in online graduate and train-the-trainer modules, testing various pedagogies associated with boundary-crossing graduate education. The approach will include use of collaborative leadership learning groups (CLLGs), which are “anchored in practice, bringing together learners who can identify and work together on the challenges they face collectively” (Denyer & Turnbull James, 2016, p. 269). Our specific research questions include: What signature pedagogies best support the emerging discipline of CyberBioSecurity education? To what extent do collaborative leadership learning groups (CLLGs) increase students’ cognitive integrative capability?
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    Cyberbiosecurity Workforce Preparation: Education at the Convergence of Cybersecurity and Biosecurity
    Adeoye, Samson; Lindberg, Heather; Bagby, B.; Brown, Anne M.; Batarseh, Feras; Kaufman, Eric K. (2024-01)
    Cyberbiosecurity is an emerging field at the convergence of life sciences and the digital world. As technological advances improve operational processes and expose them to vulnerabilities in agriculture and life sciences, cyberbiosecurity has become increasingly important for addressing contemporary concerns. Unfortunately, at this time, educational opportunities for cyberbiosecurity workforce preparation are limited. Stakeholders’ perceptions may help guide cyberbiosecurity workforce preparation efforts and bridge the gap from the classroom to the field. Toward this end, we identified stakeholders in education, private industry, and state agencies in [State] and sought their input through both an online survey and focus groups. Findings suggest limited awareness and understanding of cyberbiosecurity. Results indicate that both formal and non-formal learning components—including short modules and comprehensive standalone courses—are important for cyberbiosecurity education programming. Stakeholders tied potential success of education programming to systems thinking and collaborative designs. Moreover, results reveal insights into concerns at the convergence of information technology (IT) and operational technology (OT), which is central to effective workforce preparation for today’s agriculture and life sciences professionals. Continuous interdisciplinary collaboration and academia-industry partnerships will be critical for developing robust cyberbiosecurity education and securing the future of agriculture.
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    Enhancing Learning Through Undisguised Teaching Case Studies: Both Instructor-Facilitated and Student-Written
    Kaufman, Eric K.; Adeoye, Samson (2023-02-06)
    This work seeks to demystify the theory-practice nexus and enhance college students’ learning through teaching strategies that address the higher-order, adaptive skills deficiency and prepares graduates for the ever-dynamic agricultural workforce. Objectively, it aims to: foster instructors and learners’ ability to analyze and synthesize multiple concepts of leadership for transdisciplinary engagements in agriculture; offer learner experience in applying shared leadership in a (small) group setting; promote instructor-student (akin to employee-supervisor) partnership in co-learning and collective problem-solving; and give students the learning opportunity to craft their own cases, thereby translating critical thinking and learning to actual doing.
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    Leadership for CyberBioSecurity: The Case of Oldsmar Water
    Kaufman, Eric K.; Adeoye, Samson; Batarseh, Feras A. (2023-02-01)
    Agriculture and life sciences are increasingly becoming cyber-driven, relying on artificial intelligence and the Internet of things (IoTs) for the automation of operational processes (Murch & Drape, 2022). The more leverage humans seek and obtain from industrial control systems (ICS) for the efficient treatment, distribution, and recycling of drinking water and wastewater, the more likely will be the convolution of CyberBioSecurity issues. To this end, this case study explores the cyberattack on the Oldsmar, Florida, water treatment plant on February 5, 2021. Through a forward-looking lens to synthesize the undisguised case, the case equips students with the requisite skills for the adaptive challenges of the contemporary world of wicked problems. Thus, this teaching case provides the opportunity to build learners’ capacity to apply adaptive leadership and leadership-as-practice to wicked problems, like CyberBioSecurity. Instead of attempting to solve adaptive challenges with a limited and insufficient set of technical tools, learners will recognize the potential of modern approaches to leadership for advancing holistic (re)solutions to complex, challenging situations.
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    Mapping the Landscape of Cyberbiosecurity Education
    Adeoye, Samson; Kaufman, Eric K.; Brown, Anne M.; Batarseh, Feras A. (2023-04-18)
    As an emerging field at the nexus of digital technologies and life sciences, the integration of Cyberbiosecurity education into postsecondary and graduate programs remains unclear. Many of the educational practices and related workforce development skills associated with Cyberbiosecurity may be hidden in the shadows of more established programs such as in computer science, engineering, and agriculture and life sciences albeit in non-integrative forms. However, signature pedagogies in the professions emerge from these early, established practices, making it important to recognize their impact in ways that allow for intentionality with widespread adoption for workforce preparation. Using a map of the Cyberbiosecurity enterprise in the United States, our research team is surveying Cyberbiosecurity stakeholders to identify what trends with signature and shadow pedagogies exist that may influence future education program directions, including training methods, educational requirements, and credentialing. This study offers evidence-based insights into improving workforce readiness and interdisciplinary interactions in Cyberbiosecurity.
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    Pathways for Cyberbiosecurity Workforce Preparation: Integrating Insights from Both Cybersecurity and Biosecurity
    Adeoye, Samson; Bagby, B.; Batarseh, Feras A.; Brown, Anne M.; Kaufman, Eric K.; Lindberg, Heather (2023-04-18)
    As technological advances have improved operational processes and exposed them to vulnerabilities in the agricultural and life sciences, the convergence of life sciences and information technology has become the inevitable proposition among researchers and educators. Cyberbiosecurity, as an emerging field between life sciences and the digital world, needs broad stakeholder input to properly align the needs of both sectors. As the complexity and strain on essential biological pipelines increases, it is essential for life scientists to be supported and educated in concepts and mediums that promote computational, data, and risk management skills development related to cyberbiosecurity. Our survey research is helping to reveal stakeholder perceptions of priorities for guiding cyberbiosecurity workforce preparedness and serve as a foundation for creating educational initiatives in higher education for cyberbiosecurity.
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    Understanding the landscape of cyberbiosecurity for integrative educational programming
    Adeoye, Samson; Batarseh, Feras; Brown, Anne M.; Kaufman, Eric K. (American Society of Agricultural and Biological Engineers, 2023-11-21)
    As an emerging and interdisciplinary field at the nexus of digital technologies and agriculture and life sciences (ALS), the integration of cyberbiosecurity education for professional training and skills development remains challenging. Educational practices and related workforce development efforts associated with cyberbiosecurity may be best generalized as pseudo-shadow education, occurring outside standardized practice and lacking known ‘best practice‘ to mimic. The current state of cyberbiosecurity education reflects a lack of sequenced and developed knowledge, values, judgments, and ways of thinking, which serve as windows into the underlying cultures of a disciplinary field. Coupled with this gap, the continuous deployment and convergence of information technology (IT) and operational technology (OT) within ALS creates new vulnerabilities, unfamiliar to the workforce. These vulnerabilities expose critical ALS infrastructures to cyber-attacks and terrorism and hold significant consequences for the bioeconomy. Securing the bioeconomy and preventing negative multiplier effects in other related sectors depend on adequate cyberbiosecurity education programming and workforce development. This exploratory report of current realities and future prospects provides insights into integrative cyberbiosecurity education programming for workforce development. The study explicates underlying concerns to be addressed in developing integrative cyberbiosecurity education for professionals in agriculture and life sciences and suggests an expandable framework to facilitate workforce development programming. Concerns to address regarding the creation of educational programming in cyberbiosecurity include alignment in definition, cross-boundary community building, peculiar dynamics of cyberbiosecurity threat landscape, and baseline requirements for cyberbiosecurity education and practice.