Browsing by Author "Archibald, Thomas G."

Now showing 1 - 20 of 69
  • Thumbnail Image
    Accessing Virginia Market Sectors: Establishing a Market Perspective
    Vallotton, Amber; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-27)
    Discusses marketing perspective, and emphasizes the importance of understanding the market, before investing lots of time, effort and money.
  • Thumbnail Image
    Accessing Virginia's College & University Market Sector: Fresh Produce Food Safety Considerations
    Vallotton, Amber; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-27)
    Highlights from a 2015-2016 market assessment survey are discussed in this document.
  • Thumbnail Image
    Accessing Virginia's Hospital Market Sector: Fresh Produce Food Safety Considerations
    Vallotton, Amber; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-27)
    Discusses hospitals as a potential market for locally grown foods and products. Identifies school purchasing priorities, and some of the likely barriers to purchasing.
  • Thumbnail Image
    Accessing Virginia's Market Sectors: Fresh Produce Purchasing Considerations
    Vallotton, Amber; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-17)
    Discusses the results of a survey of colleges and universities, direct-to-consumer markets, hospitals, public schools, restaurants, retailers and regional wholesalers.
  • Thumbnail Image
    Accessing Virginia's Public School (K-12) Market Sector: Fresh Produce Safety Considerations
    Vallotton, Amber; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-27)
    Discusses public schools as a potential market for locally grown foods and products. Identifies school purchasing priorities, and some of the likely barriers to purchasing.
  • Thumbnail Image
    Accessing Virginia's Regional Wholesale Market Sector: Fresh Produce Safety Considerations
    Vallotton, Amber; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-17)
    Discusses wholesale market distributors and regional food hubs, and how to market locally grown food crops to them. Also notes the results of a 2015-2016 a Virginia statewide market assessment survey.
  • Thumbnail Image
    Accessing Virginia’s Restaurant Market Sector: Fresh Produce Food Safety Considerations
    Vallotton, Amber D.; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-17)
    Despite the growing demand and support for local food, there can often be significant barriers for growers trying to tap into new markets, given specific food safety expectations, policies, and requirements. This trend is particularly true for institutional buyers, who are often constrained by far-reaching institutional and/or corporate policies. While there are lots of market opportunities in Virginia, navigating the landscape for growers can be daunting, since buyer food safety requirements are not a “one size fits all” standard for all markets. To better understand current expectations and perceptions across multiple market sectors in Virginia, and help producers better align their on-farm practices with these marketplaces, the Fresh Produce Food Safety Team conducted a state-wide market assessment survey in 2015-2016. The purpose of this factsheet is to provide you with the results of that work, especially if you are considering selling produce to restaurants.
  • Thumbnail Image
    Accessing Virginia’s Retail Market Sector: Fresh Produce Food Safety Considerations
    Vallotton, Amber D.; Battah, Alexandra; Knox, Ryan; Vargo, Adrianna; Archibald, Thomas G.; Boyer, Renee R.; Cook, Natalie E.; Drape, Tiffany A. (Virginia Cooperative Extension, 2017-11-27)
    Despite the growing demand and support for local food, there can often be significant barriers for growers trying to tap into new markets, given specific food safety expectations, policies, and requirements. This trend is particularly true for institutional buyers, who are often constrained by far-reaching institutional and/or corporate policies. While there are lots of market opportunities in Virginia, navigating the landscape for growers can be daunting, since buyer food safety requirements are not a “one size fits all” standard for all markets. To better understand current expectations and perceptions across multiple market sectors in Virginia, and help producers better align their on-farm practices with these marketplaces, the Fresh Produce Food Safety Team conducted a state-wide market assessment survey in 2015-2016. The purpose of this factsheet is to provide you with the results of that work, especially if you are considering selling produce to retailers.
  • Thumbnail Image
    Adjust your own oxygen mask before helping those around you: an autoethnography of participatory research
    Steketee, Abby M.; Archibald, Thomas G.; Harden, Samantha M. (2020-09-03)
    Background There is a need to unpack the empirical, practical, and personal challenges within participatory approaches advocated to optimize implementation. The unpredictable, chaotic nature of participatory approaches complicates application of implementation theories, methods, and strategies which do not address researchers’ situatedness within participatory processes. As an implementation scientist, addressing one’s own situatedness through critical reflection is important to unearth how conscious and unconscious approaches, including ontological and epistemological underpinnings, influence the participatory context, process, and outcomes. Therefore, the aim of this exploratory work is to investigate the heretofore blind spot toward the lived experience of implementation researchers within the participatory process. Methods We developed an integrated research-practice partnership (IRPP) to inform the implementation of a gestational weight gain (GWG) control program. Within this IRPP, one investigator conducted a 12-month autoethnography. Data collection and triangulation included field notes, cultural artifacts, and systematic timeline tracking. Data analysis included ethnographic-theoretical dialogue and restorying to synthesize key events and epiphanies into a narrative. Results Analysis revealed the unpredicted evolution of the GWG program into a maternal health fair and three themes within the researchers’ lived experience: (1) permeable work boundaries, (2) individual and collective blind spots toward the ontological and epistemological underpinnings of implementation paradigms, and (3) maladaptive behaviors seemingly reinforced by the research culture. These themes contributed to the chaos of implementation and to researchers’ experience of inadequate recovery from cognitive, emotional, and practical demands. These themes also demonstrated the importance of contextual factors, subjectivity, and value-based judgments within implementation research. Conclusion Building on extant qualitative research guidelines, we suggest that researchers anchor their approach to implementation in reflexivity, intentionally and iteratively reflecting on their own situatedness. Through this autoethnography, we have elucidated several strategies based on critical reflection including examining philosophical underpinnings of research, adopting restorative practices that align with one’s values, and embracing personal presence as a foundation of scientific productivity. Within the predominant (post-) positivism paradigms, autoethnography may be criticized as unscientifically subjective or self-indulgent. However, this work demonstrates that autoethnography is a vehicle for third-person observation and first-person critical reflection that is transformative in understanding and optimizing implementation contexts, processes, and outcomes.
  • Thumbnail Image
    Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs
    Cook, Natalie E. (Virginia Tech, 2016-01-08)
    Family support programs serve vulnerable families by providing various forms of support, such as education, health services, financial assistance, and referrals to community resources. A major feature of evaluation involves assessing program effectiveness and learning from evaluation findings (Mertens and Wilson, 2012). Collaboration and cultural responsiveness are important topics in evaluation which remain largely distinct in the literature. However, evaluation capacity building provides a context for exploring possible intersections. Data about seven programs were collected via semi-structured interviews and document analysis. This study revealed that the program leaders feel that their programs are unique, complex, and misunderstood. The findings also suggest that program leaders believe that evaluation is important for program improvement and funding. Although participants did not anticipate evaluation capacity building and did not readily express a desire to develop their own evaluation skills, participants from all seven programs enthusiastically expressed interest in evaluation capacity building once explained. Although participants did not discuss cultural responsiveness as it relates to race, they expressed a need to overcome a community culture of reluctance to participate in programs and aversion to educational pursuits. Given the programs' shared population of interest, similar outcomes, and common challenges, evaluation capacity building in a group setting may give Roanoke family support program leaders the evaluation knowledge, skills, and peer support to engage in program evaluation that is both collaborative and culturally responsive.
  • Thumbnail Image
    Assessment of consumers' knowledge, attitudes, awareness, and beliefs of food handling and beef safety handling behaviors
    Yang, Lily L. (Virginia Tech, 2018-08-03)
    Consumers desire tender, juicy, and flavorful cuts of beef. Mechanical tenderization (MT) and enhancement methods applied to lower valued beef cuts can improve tenderness, flavor or juiciness, increasing desirability for the consumer. However, these processes can introduce pathogens that may be present on the exterior of the meat into the sterile interior. This process renders an ‘intact’ product ‘non-intact’ and requires altered cooking methods to ensure safety. The primary pathogens of concern for beef products are Shiga-toxin producing Escherichia coli (STEC). STEC are associated with approximately 265,000 illnesses and 3,600 hospitalizations annually. Since 2006, there have been 6 STEC outbreaks in the United States and 18 cases in Canada attributed to MT beef (MTB). The pathogen has also been implicated in 136 non-intact beef-related recalls. Due to the potential food safety hazards associated with MTB, mandatory labeling of these products was mandated in 2015 to inform consumers on how to safely handle the product. While this is a good step to inform consumers, it is unclear how familiar they are with the terms associated with these processes. Consumer’s knowledge, beliefs, attitudes, awareness, and behaviors related to MTBs is quite limited. This study uses an exploratory sequential mixed-methods design, to assess consumer knowledge of MTB. Qualitative focus groups conducted throughout urban and rural North Carolina and Virginia found that although participants purchased MTBs, they were unaware of the process, did not prepare MTBs properly, wanted to know more about the process, and wanted applicable risk messages. A nationwide survey developed from the focus group findings found that demographic differences were associated with knowledge of; and how participants interact with MTBs. How demographics influence consumer’s beef safety knowledge, practices, and risky behaviors was further explored. Demographic characteristics were highly correlated with consumers’ behaviors surrounding beef storage, refrigerator temperature knowledge, defrosting behaviors, meat washing, and meat preparation behaviors. Collectively, the mixed methods research design provided insight into specific demographic characteristics related to consumer attitudes, beliefs, and behaviors surrounding beef safety. This data will help inform the development of well-crafted, culturally, and socially relevant risk messaging that may promote safe handling behaviors.
  • Thumbnail Image
    A Beginning Farmer and Rancher Community Learning Network in the Greater Richmond Area: Program Development and Initial Evaluation
    Maxwell, Charlotte H. (Virginia Tech, 2017-07-17)
    The mission of the Virginia Beginning Farmer and Rancher Coalition (VBFRC) Program for Greater Richmond is to develop programming that fits the needs of beginning farmers in the area. This project initially focused on Chesterfield, Goochland, Hanover and Powhatan residents and contributed to the larger statewide initiative. The developed program reaches more counties in the Greater Richmond area and continues to contribute to the statewide initiative. The initial mission of this project was to introduce the participants to the VBFRC Whole Farm Planning curriculum, conduct a needs assessment and create a plan of action to address those needs. The initial mission was accomplished through two whole farm planning classes and a third meeting where the beginning farmers participated in a needs assessment discussion and created an action plan to meet their needs. Participants were able to voice their opinions on which needs to prioritize and what events they want to hold in the future. The secondary mission will be to develop a learning community with new farmers and established farmers in the area. The secondary mission does not have a set end time as we will work to connect farmers together in this community-learning network. This project resulted in a program for the participants based on their input with the Extension agent serving as an event facilitator. The whole farm planning classes were evaluated through a paper survey and interviews, the needs assessment and action plan were created through discussion. The Social Exchange Theory was selected as the theoretical framework for this program. In order for the community-learning network to work, a beneficial social exchange will need to be present. The results of the surveys, interviews and needs assessment are being used to inform the program and The development of this program and its evaluation helps to strengthen the agricultural community as well as increase programming offered specifically for beginning farmers by the local Virginia Cooperative Extension offices.
  • Thumbnail Image
    Career Development for Teens Through the Southern Virginia Workforce Readiness and Preparedness Summit
    Dolan, Amanda M. (Virginia Tech, 2019-08-30)
    A 2019 needs assessment distributed by the Pittsylvania County unit of Virginia Cooperative Extension indicates that professional development is among the top five priority issues for youth in the county. Despite an economics and personal finance course being a requirement for all Virginia public high school students, youth still do not receive adequate exposure to the elements of career readiness before graduation. Using the experiential learning model as the foundation, this project aims to immerse high school students in a non-traditional classroom environment to learn and develop soft skills such as a proper handshake, the importance of eye contact when communicating, the value of networking, and a general overview of proper etiquette. Additional project goals include teaching students how to write resumes and cover letters, how to prepare for a variety of interview styles, and how to present themselves as polished professionals. An evaluation of this program indicated that participants feel more prepared for their futures/careers, know what to expect in an interview, know how to write a resume, have improved their communication skills, and have learned how to dress professionally.
  • Thumbnail Image
    Catalyzing organizational learning: Social, environmental, and cognitive factors promoting effective change management
    Hanks, Sarah (Virginia Tech, 2018-12-21)
    Diversity in the workplace remains a priority for leaders and managers as the dynamic nature of the global marketplace necessitates that organizations develop and maintain a competitive advantage in their field. Learning has long been touted as the key to leveraging limited resources to gain a corner in the market. However, organizations continue to struggle with the management of diversity, as well as systems and processes that promote learning at an organizational level. This study sought to explore a theorized relationship between individual problem-solving style, an aspect of cognitive diversity, and organizational learning capability. Two Midwestern companies participated in this sequential explanatory mixed methods study that aimed to: (a) examine the influence of cognitive style on organizational learning; (b) explore the differences between more adaptive and more innovative individuals, with respect to their organization's cognitive climate, in terms of their development and modification of learning frameworks and shared mental models; (c) determine what role more adaptive and more innovative individuals play in catalyzing organizational learning, namely double-loop and deutero-learning; and (d) identify inhibitors of double-loop and deutero-learning, distinguishing differences for more adaptive and more innovative problem solvers. Findings indicate that there was no relationship between problem-solving style, measured by KAI total scores, and organizational learning capability total scores in one organization and a small correlation between the scales of a second organization. This finding supports Kirton's (2011) assertions that problem-solving style is independent of learning, but some organizations may have small relationships between individual's problem-solving style and organizational learning based on various organizational dynamics. Five themes emerged as cultural mediators of cognitive diversity in the context of catalyzing organizational learning: 1) corporate expectations that create a clear, concise shared mental model for employee behavior and decision making (produced and promoted via an organizational guidebook); 2) the use of agreed-upon structures and methodologies for solving problems; 3) the employment of former military officers (due to the specific skills and experiences needed to successfully fulfill specific roles); 4) the development and nurturing of healthy teams; and, 5) an expectation of boundary-less collaboration. These themes, collectively, assert the importance of a culture that puts culture first. In practice, leaders and managers may find that a clearly defined culture that supports and promotes the use of systems and procedures to collaboratively solve problems and extend learning from individual to organizational is essential to mitigating the challenges that may result from exploiting cognitive diversity in the workplace.
  • Thumbnail Image
    Cattle Rustling and its Effect on South Sudanese Communities  
    Sebit, Martin Baru Richard (Virginia Tech, 2017-10-20)
    This exploratory mixed method study on "Cattle Rustling and its Effect on South Sudanese Communities" was carried out in the five South Sudanese states of Unity, Lake, Warrap, Jonglei, and Central Equatoria. The study commenced with the qualitative phase with the specific objectives of determining the cause of cattle rustling; defining the perception of cattle keepers, farmers, chiefs, youth, and women about cattle rustling; evaluating the effect of cattle rustling, and drawing possible mitigating strategies. After targeting 30 interviewees and corroborating their testimonies with observations, the study revealed that cattle rustling has existed for years among the tribes; however, the phenomena has shifted now to the community level with the usage of sophisticated automatic weaponry. The thematic analysis found expensive marriage/remarriage, revenge, pride, accumulation of wealth (resources), poverty, joblessness, and trade in livestock to be the major causes of rustling. It also underscores that during the process; properties are damaged and many innocent lives are lost. The survey questionnaire from the initial phase developed the following quantitative phase of the research with the purpose of corroborating, expanding, and triangulating the preliminary phase keeping in mind the following specific objectives: description of the respondents; determination of the cattle rusting attitudes, norms, control, intention; and explanation of cattle rustling intention with demographic and the other constructs. The primary data obtained from the stratified clustered 544 respondents revealed that attitude, norms, and control significantly explained cattle rustling intention; 22.6% [F(532) =154.050, p<.05], 31.8% [F(531)= 72.571, p<.05], and (34.9.0%) [F(530)= 25.983, p<.05], respectively, and the three constructs significantly contributed to the perception and cause of rustling. As a result, there was strong and significant (p<.05) correlation between intention with attitudes, norms, and control (r=.476**, .489** and .505**), respectively. However, literacy and gender correlates with intention (r=-.100*, p<.05 and =-.001, p>.05), respectively. On the other hand, norms correlate with attitude (r=.469**, p<.05), and control correlates significantly with attitude and norms (r=.553** and .572**, p<.05) respectively. In conclusion, the analysis revealed that cattle rustling is caused by the salient beliefs that accounted for (R2=35.7%, F(530)=25.983, p<.05) of the variables in cattle rustling intention, and as remedies, the study suggested the establishment of agricultural extension, educational services especially for women and youth, empowerment of chiefs, comprehensive disarmament, among others before cattle rustling activities escalate.
  • Thumbnail Image
    The Collective Agency of Black Farmer Organizers in Virginia Advocating for Racial Justice in the Food System
    Nunoo, Nicole Isabella (Virginia Tech, 2023-08-29)
    Movements for food sovereignty are socio-political efforts to build collective power and agency. This study builds on the work of Monica White and utilizes a Collective Agency Theory (CAT) lens in exploring the role of Black farmer organizers and their cross-sectoral relationships as they re-imagine the food system as pathways for liberation, self-determination, and food sovereignty. An interpretive phenomenology was used to critically explore and understand the experiences of 41 Black farmer organizers who are actively organizing in both urban and rural spaces toward food sovereignty in Virginia. Twenty-one semi-structured interviews and two focus group interviews with 20 participants were conducted. The data were coded and analyzed, incorporating Creswell's (2009) and Heidegger's (1962) thematic approach. The findings revealed that Black farmer organizers were strategically collaborating with both non-Black and Black farmer organizers, with a focus on building collective power and agency within historically marginalized communities affected by settler colonialism, White supremacy, and plantation-style agriculture. Their organizing efforts were driven by the goal of challenging systemic inequities and cultivating self-sustaining communities rooted in cultural heritage and food sovereignty. By doing so, they aimed to foster a more just, equitable, and sustainable food system that celebrated diversity, empowered communities and embodied the principles of food sovereignty. Embracing food sovereignty played a pivotal role in their efforts, leading to a reimagining of agricultural autonomy. To challenge and disrupt the inequities within the food system, they advocated for land reform, policy changes, and community-led initiatives that promoted self-determination. As a socio-political endeavor, their organizing efforts hold immense potential in fostering positive change and shaping a more inclusive and equitable food system. Empirically, the study contributes to the food systems discourse and highlights Black-led grassroots food systems organizers as central change agents. It also contributes to food systems practice by offering valuable insights for practitioners to inform their own approaches.
  • Thumbnail Image
    Community Food Work as Critical Practice: A Faith-based Perspective
    Landis, Rebecca Danielle (Virginia Tech, 2015-08-31)
    Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society. I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additionally, I explored the treatment of hegemony in these practitioners' critically reflective practice. I engaged six practitioners in narrative-based interviews and subsequently asked them to read and analyze their own interview. I then gathered all participants for a collective reflection session where we reflected on excerpts from the interviews and used them as a foundation for further dialogue and reflection. Each practitioner used their faith to varying degrees in the performance of their work. I found significant notions of feeling called to serve, and bringing God's kingdom to earth, but an avoidance to use this work to evangelize. The narratives reflected community food work as a community development effort and extended beyond the context of food. Affirming, trusting relationships serve as a foundation to how this group of practitioners approach their work, and provide the space to interact with their work in radical ways and raise critical consciousness.
  • Thumbnail Image
    Comprehensive Evaluation of DoDEA's Centers for Instructional Leadership: Final Report
    Kaufman, Eric K.; Coartney, Jama S.; Archibald, Thomas G.; Cash, Carol; Anderson, James; Sen, Anuradha (2020-02-28)
    Since 2016, Virginia Tech has been partnering with DoDEA to support the Centers for Instructional Leadership (CILs) through professional learning delivery and evaluation. While activities of the cooperative agreement have been highlighted in prior reports, this report represents the final deliverable for the comprehensive evaluation of the CILs. The primary goals of this report include: 1. Inform decision-makers of the current state and stage of the program initiative, based on the desired long-term outcomes. 2. Evaluate the extent to which progress is being made on the intermediate goals of building instructional leadership capacity. 3. Based on the identified progress, provide recommendations and suggestions to continuously improve the program design to help attain the desired outcomes. This third and final phase of the comprehensive evaluation involved investigation of multiple sources of data, including 20 focus groups, 10 key informant interviews, and analysis of a wide array of documents. The report findings are structured around the following evaluations questions: ● To what extent do instructional leaders identify the CIL as a key resource for their growth and advancement as leaders? ● How is instructional leadership shifting as a result of CIL facilitation and support of system priorities? ● In what ways have the CILs facilitated learning networks that instructional leaders value? ● In what ways do the CILs share and scale innovative best practices through situationally-appropriate improvement strategies? ● Based on DoDEA’s definition and framework of ‘Instructional Leadership,” are the CILs truly serving as Centers for Instructional Leadership? The interviews and focus group sessions were an invaluable opportunity to advance our understanding of the CILs’ work, particularly among the four CIL functions: (1) Leadership Development and Support, (2) Development for Systemic Priorities, (3) Learning Networks, and (4) Innovative Best Practices. Although the CILs were formed before DoDEA’s Blueprint for Continuous Improvement, instructional leaders are recognizing the integral relationship between the work of the CIL and DoDEA’s priorities at large. The progress extends beyond isolated success stories. From a big picture standpoint, it is helpful to consider where DoDEA would be without the CILs: “Before the CIL existed, if we think about that, everything either came from Headquarters or through ISSs…. Now, there’s a regional, as well as district, and complex support; and we’re bringing not only the systemic priorities, but we’re modeling them.... I wonder if just the CIL itself—and that whole Theory of Action—brings innovation and life to the agency itself.” (focus group participant) Do the CIL efforts for improved instructional leadership result in improved student achievement? This question for long-term evaluation remains as important as ever, yet the influencing variables are constantly changing. Accordingly, a snapshot in time is never sufficient. While the work of the CILs is functionally removed from the classroom, the CIL Theory of Action presents a conceptual roadmap for the intended impact. In order for the CILs to maintain a viable role within DoDEA, they must demonstrate regular progress toward strategic initiatives outlined in DoDEA’s Blueprint for Continuous Improvement. This report concludes with recommendations aligned to the interconnected phases of AdvancED’s Continuous Improvement System: Learn and Share, Examine and Plan, and Act and Evaluate.
  • Thumbnail Image
    Conducting an Outcome Evaluation of Virginia Cooperative Extension’s Kids’ Marketplace Curriculum
    Walden, Alyssa (Virginia Tech, 2019-08-08)
    Statement of the Problem: In 2003, Heather Greenwood, an Extension Agent within Virginia Cooperative Extension, created the Kids’ Marketplace curriculum. Since that time, the materials have undergone one revision in 2015 and have been used statewide in educating youth on financial literacy. The current curriculum includes an evaluation tool that asks participants to choose “Yes,” “No,” or “Maybe” to several questions surrounding whether or not they learned a specific skill or completed certain tasks within the program. While this information has consistently been used to create statewide impact statements, the questions asked of students are not correlated with the stated program objectives in a meaningful way and cannot show whether the program is teaching youth the desired outcomes.
  • Thumbnail Image
    COVID19 Response Reflection Tool
    Baughman, Sara; Archibald, Thomas G.; Vines, Karen A. (Virginia Cooperative Extension, 2020)
    Six question rubric to help people/organizations/teams reflect upon their response to COVID-19 and decide how to move forward.