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Browsing by Author "Baughman, Sarah"

Now showing 1 - 7 of 7
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    Executive Summary VCE COVID19 Reflections
    Baughman, Sarah; Vines, Karen A.; Archibald, Thomas G. (2021-03-29)
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    The Formation of Cultural Capital using Symbolic Military Meanings of Objects and Self in an Adult Agricultural Education Program serving Military Veterans
    Kyle, Crystal Anne (Virginia Tech, 2018-10-04)
    The purpose of this qualitative ethnographic case study was to investigate how an adult agricultural educational program generates new learning spaces for military veterans. Utilizing Symbolic Interactionism and Cultural Capital Theories this study illustrates how military veterans use and making new meanings of military symbols in an agricultural educational context. After leaving their military service, veterans often discharge with not only the physical scars of battle, but sometimes harboring mental and emotional distress that can prevent their abilities to successfully reintegrate into a civilian setting. For several veterans, adult agricultural programs can provide a vital educational experience to help them address physical and mental challenges, launch a new career in agriculture, and form new civilian identities. Findings from this research indicate that participants of this study transformation of a civilian identity is positively impacted when familiar symbols of the military are used in the implementation of agriculture education and that these symbols then take on new meanings supporting Blumer (1969) Symbolic Interactionism Theory. Further, mutually beneficial experiences occurred between veterans and community members, allowing for the veteran to build positive connection with civilians and move up in civilian society. This supports the concept of Pierre Bourdieu (1986) Cultural Capital Theory. Further, these finding show that military veterans are employing this adult agricultural education program to transform their cultural identity and re-assign symbolic military meanings of objects and self. They connect with familiar military constructed language, behaviors, and physical symbolism to represent their identity, during and after their service. For them, it is important to be able to express their military identity to civilians and other veterans. It is also, vital for them to participate and express their military identities through symbolic military behaviors. This military symbolism is critical to their ability to socialize with others, acquire a civilian identity, and navigate social mobility. When the use of symbolism is not applied, or is not recognized by civilians, it influences their civilian identity and for some, creates transition challenges and challenges to their connection to civilian population.
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    A Model for Collaborative Partnership: Virginia Cooperative Extension and the Local School System Support Financial Education Mandates
    Mosley, Cristy (Virginia Tech, 2014-05)
    Extension professionals partner with other community agencies to meet common educational goals. Utilization of a collaborative model can aid in the organization of a collaborative effort. This paper highlights Rubin’s (2009) “collaboration’s life cycle”. This model contains 14 detailed, non-sequential, steps that are grouped into 5 phases. These phases include the launch of a collaborative effort, developing human resources and the knowledge base, building administrative structures and systems, and building a culture of collaboration, and accountability, sustainability, and renewal. Through a case study, this paper discusses how the “collaboration’s life cycle” fits a new partnership between Cooperative Extension and two Virginia high schools working towards the common goal of improving financial literacy in teens. In this collaboration, two Reality Store “real world” financial simulations were planned and implemented for students enrolled in the Economics and Personal Finance course at their high schools.
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    Non-formal Educator Use of Evaluation Findings: Factors of Influence
    Baughman, Sarah (Virginia Tech, 2010-08-09)
    Increasing demands for accountability in educational programming have resulted in more frequent calls for program evaluation activity in educational organizations. Many organizations include conducting program evaluations as part of the job responsibilities of program staff. Cooperative Extension is a national system offering non-formal educational programs through land grant universities. Many Extension services require non-formal educational program evaluations be conducted by its locally-based educators. Research on evaluation practice has focused primarily on the evaluation efforts of professional, external evaluators. The evaluation work of program staff that have many responsibilities including program evaluation has received little attention. This study examined how non-formal educators in Cooperative Extension use the results of their program evaluation efforts and what factors influence that use. A conceptual framework adapted from the evaluation use literature guides the examination of how evaluation characteristics, organizational characteristics and stakeholder involvement influence four types of evaluation use; instrumental use, conceptual use, persuasive use and process use. Factor analysis indicates ten types of evaluation use practiced by non-formal educators. Of the variables examined, stakeholder involvement is most influential followed by evaluation characteristics and organizational characteristics. The research implications from the study include empirical confirmation of the framework developed by previous researchers as well as the need for further exploration of potentially influencing factors. Practical implications include delineating accountability and program improvement tasks within Extension in order to improve the results of both. There is some evidence that evaluation capacity building efforts may be increasing instrumental use by educators evaluating their own programs. Non-formal educational organizations are encouraged to involve stakeholders in all levels of evaluation work as one means to increase use of evaluation findings.
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    Succession planning through leadership development
    Baughman, Sarah; Kaufman, Eric K. (2022-07-15)
    Presentation for the "Virtual Summer School" session on "Building Tomorrow's Extension Leaders."
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    Virginia Cooperative Extension Mid-Career Focus Group Findings - Competencies
    Vines, Karen A.; Baughman, Sarah; Clark, Neil; Gregg, Cynthia; Henderson, Jane; Johnson, Lonnie; Wallace, Ruth E. (2022-01-12)
    This publication includes findings of focus groups conducted with Virginia Cooperative Extension (VCE) agents and specialists in spring 2021 related to competencies. This area of inquiry was one of four categories included in the study of mid-career agents and specialists, between three and seven years of service, to evaluate their needs at this stage in their career. Findings associated with competencies address three of the four objectives of this project: 1) Identify career-related challenges experienced by VCE professionals in years three to seven in their careers, 2) Identify opportunities for change in the work environment or professional development programming that increase support and retention for Extension professionals in this time, and 3) Identify unique and shared needs for Extension agents and specialists.
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    Virginia Cooperative Extension Mid-Career Focus Group Findings - Methodology and Demographics
    Vines, Karen A.; Baughman, Sarah; Clark, Neil; Gregg, Cynthia; Henderson, Jane; Johnson, Lonnie; Wallace, Ruth (Virginia Cooperative Extension, 2021-11-12)
    Extension professionals often leave for industry and other similar organizations between their third and seventh work anniversary. This is also the time when Virginia Cooperative Extension (VCE) faculty go through their initial promotion within the organization and are first eligible to become members of Epsilon Sigma Phi. There is a significant cost in getting an agent to this point in his or her career. It has often been expressed that Extension trains these agents, and then they move on to greener pastures. However, we have not thoroughly explored why they leave. This study allows us to identify challenges and develop possible interventions that may encourage these agents to stay in the organization. This study looked at mid-career agents and specialists between three and seven years of service to evaluate their needs at this stage in their career. Through a series of focus groups, the research team identified the challenges and needed support for these agents. The purpose of the project was to identify professional development opportunities, and possible changes that might encourage mid-career VCE professionals to remain in the Extension organization. Objectives for the project were to 1) Identify career-related challenges experienced by VCE professionals in years three to seven in their careers, 2) Identify opportunities for change in the work environment or professional development programming that increase support and retention for Extension professionals in this time, 3) Identify unique and shared needs for Extension agents and specialist, and 4) Increase visibility, membership, and activity for the Alpha Gamma Chapter of Epsilon Sigma Phi (ESP) within VCE. The VCE Continuing Professional Development Specialist served as the lead researcher on this project. To better achieve these goals, other members of the research team included the leadership of the Alpha Gamma Chapter of ESP, and the VCE Associate Director for Field Operations and Administration. This project was supported by a national ESP professional development grant. ESP is often referred to as the professional development organization for Extension veterans. There are chapters across the country. This is an honorary fraternity and Extension professionals are invited to join, generally in the mid-career stage, dependent on the bylaws of the state chapter. In Virginia, Extension professionals are eligible to join ESP after their third year in the organization. Roles of individuals eligible to join ESP are also determined by the state organization. In Virginia, membership is open to all agents, specialists, and administrators within VCE. This project was divided into four categories. These are 1) competency areas, 2) sources of stress, 3) role of needs assessment in work, and 4) mentoring and support. Warm-up questions provided demographic data for the project. This project was deemed “not human subjects research” by the Virginia Tech Institutional Resource Board. This publication provides the background, methodology, and demographics for this project. Specific reports are provided for each category.