VTechWorks Repository :: Browsing by Author "Hillison, John H."

Browsing by Author "Hillison, John H."

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100 Years of Excellence: Introducing the History of the Department of Agricultural, Leadership, and Community Education
Hillison, John H. (Virginia Tech, 2018-09-22)
ALCE Leadership 1918 to Today
Hillison, John H. (2018-09-22)
ALCE Then and Now
Hillison, John H.; Crunkilton, John R.; Oliver, J. Dale (Virginia Tech, 2018-09-22)
Chronology of major Agricultural, Leadership, and Community Education Department highlights
An Analysis of LifeKnowledge® Skills and Abilities Development within North Carolina Agriscience Education Programs as Viewed by Veteran Secondary Agriscience Educators, Agriscience Education Students, and Students' Employers
English, Chastity Katrina Warren (Virginia Tech, 2010-08-12)
The purpose of this descriptive study was to analyze the LifeKnowledge® skills development within North Carolina agriscience education programs as viewed by veteran agriscience teachers, agriscience education students, and students' employers. The survey population consisted of 54 veteran agriscience education teachers, of whom 49 (91%) responded. One hundred sixty-two agriscience education students, of whom 115 (71%) responded and 162 employers, of whom 95 (59%) responded. Seventy-four LifeKnowledge® skills items and the 16 LifeKnowledge® precepts were evaluated by teachers to determine how often they provided instruction and experiences related to the development of employability skills development for students. The same 74 items and 16 precepts were evaluated by students to determine the extent to which they thought participating in their agriscience education programs and FFA increased their employability and personal skills development. Employers were asked to evaluate how often they witnessed agriscience education students exhibit the LifeKnowledge® 74 items and 16 precepts within the workplace. The major findings for this study included that teachers, students, and employers were generally consistent, with a few exceptions, in their perceptions of the development and demonstration of the LifeKnowledge® skills and abilities. Statistically significant differences were found among the three groups on select LifeKnowledge® skills items and precepts. A majority of teachers reported that they regularly or often provided students instruction and experiences related to the LifeKnowledge® skills. Students reported that regularly or often their participation in their local agriscience education programs and FFA had increased their employability and personal skills development. The employers reported that often, with a few regular observations, they witnessed students exhibiting the LifeKnowledge® skills within the workplace. One of the major recommendations for this study is that LifeKnowledge® lessons be implemented for pre-service and in-service teachers and findings shared with the National FFA Organization. Another suggestion is that an employability skills curriculum should be developed for use across all career and technical education programs and core courses to develop students' employability skills in response to business and industry demands. Finally, research should be conducted to determine how 4-H, career and technical student organizations, and other youth groups develop LifeKnowledge® skills.
An assessment of educational components in foreign aid development projects in Jordan
Roush, Stephen (Virginia Polytechnic Institute and State University, 1982)
This study assessed educational components and related educational strategies incorporated into Foreign Aid Development Projects (FADP's). This study used case study, document analysis, and survey techniques. The primary data treatment used qualitative techniques consistent with naturalistic inquiry. The case study evolved from a funded internship in the middle east under the auspices of the Near East Foundation. The internship facilitated the field testing of educational strategies during the implementation of a rural development project. The case study, supplemented with the review of literature, produced a pool of potential educational strategies. The document analysis examined abstracts of Jordan projects funded by the Agency for International Development (A.I.D.). The analysis disclosed the magnitude and diversity of educational components in Jordan FADP's during the last eight years. The document analysis showed the low cost of implementing educational components. Also, the scope of the educational components was low and followed no pattern. A tendency toward larger educational components in recent years was unstructured. The survey assessed perceptions of action officers involved with the A.I.D. projects. The process produced information that project action officers are difficult to trace and have varied backgrounds. The study produced a list of recommendations regarding the use of educational components and strategies in FADP's. A basic structure for the planning and implementation of educational components evolved. It was presented in the form of both a planning model and a training model for future use in foreign aid development projects.
An Assessment of Virginia Cooperative Extension's New Extension Agent Training Program
Brown, Almeshia S. (Virginia Tech, 2003-11-13)
This study is an assessment of the New Extension Agent Training (NEAT) program in Virginia. Although new Extension agents have exceptional subject matter training, they often lack skills needed to be effective Extension professionals (Bennett, 1979). The NEAT program provides a way for new agents to receive hands-on experiences that will facilitate a smooth transition into their respective roles. There is currently no specific data that has the NEAT program. Therefore, an evaluation of the program by its participants to determine its importance and effectiveness may be utilized to enhance the effectiveness of the NEAT program. The survey utilized to collect data in the study was developed by the researcher. The instrument was put on a website where participants could access it during a given time frame. The population consisted of new Extension agents, training agents, and administrators who participated in the NEAT program and are currently employed by Virginia Cooperative Extension (VCE). Participants were asked to rate the importance and effectiveness of the NEAT program in facilitating new Extension agents' growth in a series of goals needed for a new agent to be proficient. These goals were then divided into eight competencies as outlined by National Policy Statement on Staff Training and Development (1968). Participants were asked to provide demographic information and suggestions that would be useful in designing future programs. Data were analyzed using SPSS. The data showed that communication was rated the most important competency while human development was considered the least important. The data related to the ratings of effectiveness of the NEAT program in relation to the eight competencies also demonstrated that respondents rated communication as the most effectively taught competency covered in the NEAT program, and human development as the least effectively taught competency. Significant differences among ratings by position in the NEAT program were measured at the 0.05 alpha level. Significant differences were observed both between new Extension agents and Extension administrators and between Extension training agents and Extension administrators were in the importance of a selected competency and the effectiveness of the NEAT program in teaching the some of the competencies.
Attitudes of Outstanding Virginia Agricultural Education Teachers Toward Mathematics Integration
Anderson, Ryan (Virginia Tech, 2006-08-10)
The purpose of this study was to analyze outstanding agricultural education teachers' attitudes toward mathematics integration. The researcher also determined the outstanding agricultural teachers' level of mathematics integration into each course currently taught. An investigation into the collaboration efforts being made between the agricultural education and mathematics department was also included. The researcher identified the outstanding teachers' perceived needs related to mathematics integration and provided baseline data as the agricultural education instructors in Virginia increase their integration of mathematics. The researcher utilized an electronic questionnaire completed by 25 outstanding agricultural education teachers and follow-up interviews of the 5 teachers who reported integrating mathematics at the highest level. The agricultural teachers reported having favorable attitudes towards the integration of mathematics into the agricultural education curriculum. The results of the data analysis indicated that there was a negative relationship between age and percentage of mathematics integration. All of the agricultural education teachers thought that their efforts to integrate mathematics have helped their students increase their mathematics achievement levels, but they have no concrete evidence. There were several recommendations for implementation, which included encouraging agricultural education teachers to continue to integrate mathematics and other academic areas. Textbook manufacturers, state agricultural leaders and state agricultural education curriculum specialists need to continue to develop curriculum and other education materials that emphasize academic integration. Recommendations for research that emerged from the study included investigating the attitudes of agricultural teachers toward the integration of other academic areas and the mathematics teachers' attitudes toward mathematics integrated into the agricultural education curriculum. Another researcher could investigate the students' attitudes toward receiving academic credits for enrolling in agricultural education courses. There were several implications that rose from this study. Future research could investigate whether the teachers would increase their rates of mathematic integration if ample materials that integrate mathematics are developed for their use. The research findings related to the percentage of mathematics integration in each course taught give curriculum specialists insight into the courses in which the agricultural education teachers are struggling to integrate mathematics. This researcher also identified that these adopters of mathematics integration into agricultural education fell within the implementation stage of the stages of adoption.
Barriers to Internet-Based Learning Systems in a Select Virginia Agricultural Population
Chappell, Glenn Franklin II (Virginia Tech, 2006-12-04)
The purpose of this study was to identify the barriers Virginia agricultural producers encounter when using the Internet and their preferences when seeking information delivered via the Internet. The results are expected to provide Extension educators needed information about producer Internet use patterns and their preferences related to Internet-based learning systems. The survey population (N = 370) consisted of Virginia agricultural producers currently known to be using the Internet as identified by the county Agricultural Extension agents. Data were collected online via an interactive, encrypted Web site and analyzed with SAS/STAT software. The 186 usable producer responses indicated that they were predominately white (98.36%), males (82.87%) averaging 51 years of age with some college education. Their primary occupation was farm or ranch work (41.71%) with a gross value of agricultural sales of $100,000 - $249,999. Nearly 60% conducted Internet agricultural marketing activities; three quarters purchased agricultural supplies, 43.17% conduct non-agricultural Internet business, and 50% use dialup services to access the Internet. In total, 95.68% of the responding producers access the Internet at least once a week and 31.60% reported previous participation in Internet-based learning. Producers below 30 years of age considered their lack of experience/training to be less of a barrier than older producers. Time constraints associated with job responsibilities, isolation from other program participants, and their ability to learn at a distance were seen as greater barriers by males than females. Producers listing their primary occupation as other than farming saw time constraints associated with their job as a greater barrier than those retired but still farming. Producers with a high school education generally rated barriers associated with Internet-based learning as greater obstacles than those with advanced degrees. Following an exposure to an Internet-based learning experience, no differences were observed related to the producers' age, gender, primary occupation, and the operation's gross value of agricultural sales and the selected factors. Producers making agricultural Internet purchases, perceived their motivation to participate in Internet-base learning as less of a barrier than those that did not. Generally, as the producers' Internet use frequency increased, their perception of the barriers was reduced and those with previous Internet-based learning experience saw their ability to learn at a distance as less of a barrier than did those with no experience. A comparison of pre- and post-exposure data, revealed time constrains associated with job responsibilities, access to instructors/specialists, feedback/instructor contact, and the motivation to participate as the greatest barriers to Internet-base learning. Differences in pre- and post-exposure assessments confirm that producers' perception of the barriers were worse than actuality. Extension's Internet-based learning experiences should be accessible from a familiar Internet location. The learners' abilities and connectivity should be considered when developing systems to minimize barriers associated with these factors. Internet-based activities should be relevant to the learner. Experiences should be available in multiple formats including video, audio, print and combinations of the aforementioned. Learners should be afforded the opportunity to interact with the presenter/instructor via the most acceptable and timely means.
Beef producers' attitudes toward the Virginia Cooperative Extension Service and their assessment of extension methods of disseminating information
Obahayujie, Julius O. (Virginia Polytechnic Institute and State University, 1986)
This study determined the attitudes of part-time and full-time beef producers in southwest Virginia toward the Virginia Cooperative Extension Service and their assessment of the methods used by the agency in disseminating information to its clientele. Descriptive research design was utilized for this study. The population consisted of 1202 beef producers located in Carroll, Grayson, Russell, Washington, and Wythe counties in southwest Virginia. Beef production is their main source of farm income. A random sample of 300 beef producers was systematically selected for the study. Based upon the percentage of annual gross income from beef production, the producers were categorized as part-time and full-time producers. Data were collected by use of a structured questionnaire developed by the researcher with assistance from a panel of experts. The instrument was divided into three parts; part one was used to obtain background information, part two (Likert-type scale) was used to measure respondents' attitudes, and the third part was used to measure respondents' assessment of the methods of disseminating Extension information. Mailed instruments were returned by 201 producers (67%) in usable form. Information collected from the survey instruments was transferred to the computer and analyzed via the SPSSX program at the Virginia Tech Computer Center. Statistical procedures used in analyzing the data included frequencies, measures of central tendency, an independent t-test, and the Pearson Product-Moment Coefficient of Correlation. Six research questions were used as a guide for analyzing and reporting the data. The following major conclusions were reached: (1) that both parttime and full-time beef producers possessed a slightly unfavorable attitude toward the Virginia Cooperative Extension Service beef cattle program; (2) that both part-time and full-time beef producers had a slightly unfavorable attitude toward the Virginia Cooperative Extension Service overall agricultural program; (3) that both part-time and fulltime beef producers possessed a slightly unfavorable attitude toward the qualifications of the local Virginia Cooperative Extension Service agricultural agents; and (4) that both part-time and full-time beef producers assessed the Virginia Cooperative Extension Service methods of disseminating information to farmers as more effective than ineffective.
A Case Study in Online Instruction for a Non-Laboratory-Based Course in Herbaceous Plants
Wu-Rorrer, Billy Ray (Virginia Tech, 2004-11-18)
This case study examined asynchronous online instruction to suggest practices of delivering a traditional lab-based course via the Internet and effective ways of teaching in such an environment. Numerous studies were outlined to compare traditional and distance education student outcomes, commonly referred to as the media comparison approach. This approach, as it pertains to the instructional design process, was outlined in-depth to provide an outline for future online courses in Herbaceous Plants. The instructor's enthusiasm and interests about delivering an online course led to the development and implementation of the first Herbaceous Plants course at The George Washington University. The course was offered in an attempt to address the growing needs and requests of the Landscape Design students for a course on herbaceous plants. Institutions can use this study to gain insight into the technologies used in distance education and how traditional lab-based courses can be taught through asynchronous, online environments. A well developed distance education program can be a time saving, cost-effective solution in higher education. In order to implement similar courses, institutions should complete individualized instructional designs prior to the development of the course. While technologies such as the Internet, email, and videostreaming have effectively facilitated dramatic increases in our abilities to disseminate information, distance education is not the solution to every educational challenge. In time, online instruction will take its place in contemporary education while continuing to expand educational opportunities to new and distant audiences whose quest for knowledge would otherwise be hampered by time or distance.
Clinical Experiences for Agricultural Teacher Education Programs in North Carolina, South Carolina, and Virginia
Dobbins, Thomas Roy (Virginia Tech, 1999-08-20)
The purpose of this study was to build a task list for the clinical experience program, both early field and student teaching, for the agricultural teacher education programs in North Carolina, South Carolina, and Virginia. The objectives were: (1) compile a list of clinical experiences, both early field and student teaching, that currently are provided in the clinical experiences for students of agricultural education in three-selected teacher education programs, and (2) use an expert panel to determine what should be included in early field experiences and student teaching experiences for students enrolled in the agricultural teacher education program. A modified Delphi technique was used to collect data via three questionnaires. Data were analyzed using mean scores and standard deviations of tasks rated on a five point Likert-type scale. Those tasks that the panelists rated with a standard deviation of less than or equal to one were considered to have met consensus. The population for this study consisted of agriculture teachers, secondary school administrators, agricultural education field staff, and agricultural education teacher educators from North Carolina, South Carolina, and Virginia. Thirty-four Delphi panel members were purposively selected from the population. Thirty-one panel members responded to Round I, 33 panel members responded to Round II, and 29 responded to Round III yielding an overall response rate of 92%. This researcher asked the Delphi panel members to rate each task on a five-point Likert type scale, 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, and 5 = strongly agree. The study used mean scores and standard deviations to analyze the results. Consensus was met if the standard deviation of a task was equal to or less than one. Rounds I, II, and III resulted in 102 tasks for early field and student teaching experiences that met consensus. Based on the findings, the researcher developed a task list for early field experiences and student teaching experiences to be considered for use by the agricultural education programs in the three cooperating states. The task list developed is a very comprehensive list that relates to every aspect of clinical experiences.
A comparative analysis of the Cooperative Extension Service of the United States (Virginia) and the Agricultural Extension Service of Nigeria (Anambra)
Walson, Francis Odili (Virginia Polytechnic Institute and State University, 1983)
The objectives of the study were as follows: 1. To investigate the following of the Cooperative Extension in the United States (Virginia) and Nigeria (Anambra): A. Background and history B. Organization C. Administration D. Responsibilities of personnel E. Financing F. Program areas G. Training of staff H. Communication processes and methods used I. Reporting and evaluation of programs 2. To write·a descriptive comparison of the two extension systems. 3. To make recommendations for the improvement of the Nigerian Agricultural Extension Service based on the findings. Nigeria has an Agricultural Extension Service which has not been successful in changing the life of the peasant farmers and needs to be improved if agriculture is to be successful in Nigeria. Nigeria's economy has gone down within the last year due to the reduced price of oil on which the nation has built its wealth since the mid-1960's. It is now believed by the Nigerian policymakers that agriculture is a more stable and everlasting base for the economy and again needs to be the primary source of income in Nigeria. The methods used in this study were as follows: A. Literature review. A literature review was made on the elements selected for study. B. Sources of information. Additional information was obtained from other sources such as the Cooperative Extension Service in the United States and Nigeria, personal interviews, world bank offices in the United States. C. A descriptive comparison was made on all of the elements studied and conclusions were drawn. Recommendations for the improvement of the Nigerian Agricultural Extension Service were made. The comparison between the Cooperative Extension Service in the United States and the Nigerian Agricultural Extension Service shows similarities and differences. There is greater similarity in their operations than in the organizational and administrative structure. There are also differences in the methods used to carry out the extension programs, variety of programs, procedures used in program planning and reporting and evaluation of programs. Ten important recommendations resulting from this study are: That the Federal government enact legislation (laws and regulations) which will provide adequate financial support, recognition and direction for the operation of the Agricultural Extension Service. That the technical personnel of the Agricultural Extension Service carry out educational functions exclusively. That additional technical extension personnel be employed so that there is an adequate number to do the work and that they be well trained. That more workers in the Home Economics programs be employed and trained. That the extension workers use the training and visit system (T and V) to train the farmers. That the extension service provide an adequate number of demonstration units. That cine vans (demonstration units) equipped with microphones and cinema equipment tour all the villages more frequently to enlighten the farmers. That a separate Evaluation Section be included in all Agricultural Extension Divisions in the nation. That the personnel of the Agricultural Extension Service be given adequate training in the area of reporting and evaluation. That adequate funds be provided for the reporting and evaluation section so that the workers and the public will know how much progress is being made,
Computer Anxiety Among Virginia Cooperative Extension Field Personnel
Martin, Brenda L. (Virginia Tech, 1998-04-01)
Extension professionals must have easy access to and knowledge of emerging technologies to deliver programs more efficiently and effectively. With the increasing use of computer technology comes an increasing number of individuals who have computer anxiety. This study examined selected variables as predictors of computer anxiety. Data were collected from 402 Virginia Cooperative Extension field personnel. The personnel included Agricultural and Natural Resources agents, Family and Consumer Sciences agents, 4-H agents, technicians, and secretaries. A modified version of Oetting's 1983 Computer Anxiety Scale (COMPAS) was used to determine the computer anxiety levels. For this instrument, an internal consistency reliability of Cronbach's alpha r = .95 resulted from this study. The survey results were analyzed using the Statistical Package for the Social Sciences (SPSS). The overall mean score for the respondents to this study was 101.68, on a 200 point scale, which was interpreted using the COMPAS manual to indicate that only 20% of the Virginia Cooperative Extension personnel were "anxious" or "very anxious." Regression analysis indicated that time per day using a computer, years with Extension, and age were the significant variables related to anxiety. Increased computer use reduced but did not entirely eliminate computer anxiety. A profile of a respondent who was relaxed about computer use included being age 20 to 29, a secretary, and using a computer more than two hours per day. A person anxious about computer use was middle aged (40 and over), a technician, and used the computer less than two hours per day. The results indicated that the more a respondent used the computer per day the less anxious they were. A large number of personnel used the computer to compile and produce educational material and to communicate with colleagues. The Virginia Cooperative Extension administration should direct their attention regarding computer training to respondents who are 40 years of age and older and are technicians. To reduce computer anxiety, personnel should be provided with in-service training emphasizing computer applications. Additional research could identify why technicians have higher levels of computer anxiety. Further study could identify other variables that may be related to computer anxiety.
Core agricultural mechanics competencies for vocational agriculture teachers: a national study
Polson, Karl Oscar (Virginia Polytechnic Institute and State University, 1982)
The primary purpose of the study was to identify the core of agricultural mechanics competencies which should be possessed by all vocational agriculture teachers. Secondary purposes were to determine mechanics competencies appropriate for each vocational agriculture taxonomy area, determine if differences existed by regions in mechanics competencies needed, and determine if differences existed by respondent position category about mechanics competencies needed by vocational agriculture teachers. The population consisted of teacher educators in agriculture, state supervisory staff in agricultural education, teachers of vocational agriculture associated with programs identified as outstanding by head state supervisors and craft committee members associated with the programs identified as outstanding. A total of 258 individuals from the four sub-groups were identified for inclusion in the study sample. A questionnaire listing 90 agricultural mechanics competencies was developed and mailed to the sample. Two follow-up mailings were conducted. Responses were received from 208 respondents representing 80.6 percent of the sample. Five research questions were answered, based on data analysis using group means and/or a one way ANOVA procedure. Findings of the study included: 1. Some agricultural mechanics competencies were needed by teachers of every vocational agriculture taxonomy area. 2. A core of 69 agricultural mechanics competencies needed by all vocational agriculture teachers does exist. 3. Agricultural mechanics competencies needed by vocational agriculture teachers do not differ significantly among regions of the United States with the exception of land measurement competencies. 4. Teacher educators tended to agree with state supervisors about mechanics competencies needed by teachers of vocational agriculture. 5. Teachers tended to agree with craft committee members about mechanics competencies needed by teachers of vocational agriculture.
Core occupational competencies for secondary agricultural education programs as identified by Ohio agricultural business and industry
Waidelich, William Dale (Virginia Tech, 1995)
The purpose of this study was to determine the critical core occupational competencies for secondary agricultural education programs as identified by Ohio agricultural business and industry. The method used to generate this information was an item analysis of the competencies that industry experts identified as core competencies in the Ohio Competency Analysis Profile (OCAP) process. OCAPs are a source of competencies that agricultural educators use to teach the essential skills needed for employment in agricultural careers. The study identified the importance of and relative time spent on core competencies in 10 agricultural occupations, determined the critical core of occupational competencies in each of 10 agricultural occupations, and determined the common core of critical occupational competencies across all 10 agricultural occupations. A survey of Ohio agricultural business and industry workers was conducted. The competency lists for this study consisted of 10 agricultural education OCAPs developed by the Vocational Instructional Materials Laboratory at The Ohio State University. The OCAP lists consisted of: Agricultural Production, Agricultural Sales and Service, Agricultural/Industrial Mechanical Technician, Animal Management Technician, Floriculture and Greenhouse Worker, Forest Industry Worker, Meat Processor, Nursery and Garden Center Worker, Resource Conservation, and Turf and Landscape Worker. Conclusions included: 1. Competencies in the general safety precautions unit: demonstrate safe work habits, maintain safe work environment, and operate equipment and vehicles were ranked among the 20 most important competencies in all 10 agricultural occupations. 2. One competency in the general safety precautions unit, operate equipment and vehicles, was the only competency ranked among the top 20 competencies on relative time spent in all 10 agricultural occupations. 3. A critical core of occupational competencies was identified for each agricultural occupation. 4. Each agricultural occupation is so highly specialized that a substantial common core of critical occupational competencies in agricultural occupations could not be identified. Selected recommendations included: 1. Given that the competencies in the general safety precautions unit are the most important competencies in all agricultural occupations, agricultural educators should concentrate on preparing workers with general safety precaution competencies. 2. Because a critical core of occupational competencies can be identified, agricultural education programs that need to determine the occupational content for the program should concentrate on the critical core competencies for the occupational focus of that agricultural education program. 3. Because the common core of critical occupational competencies across all 10 agricultural occupations is not substantial, agricultural education programs cannot be generic agricultural education programs with a common core of critical occupational competencies for program content. Agricultural education programs should be occupationally specific.
Cost-benefit analysis of secondary vocational education programs
Navaratnam, K. K. (Virginia Polytechnic Institute and State University, 1985)
The purpose of this study was to propose and field test a cost-benefit analysis model to determine the profitability of secondary vocational education programs. The model consisted of costs, process, and benefits components. Instructional personnel, building, equipment, materials and supplies, administration, travel, services, utilities, and maintenance were the major components of the costs. Process implied the actual conduct of the program. Increased earnings from graduates' employment, earnings from cooperative placement, provision of services, and noneconomic benefits obtained by the graduates were the components of the benefits. Costs and benefits data for field testing the model were obtained from four programs from the four vocational service areas of trade and industrial, occupational home economics, business education, and marketing and distributive education selected from both a comprehensive high school and an area vocational education center in the Roanoke County School Division, Virginia. All graduates of 1983/84 of the four programs were surveyed to gather data on them. A 73.9% return was obtained from the survey. The difference between the graduates' current earnings and earnings determined by using the Federal minimum wage for the same number of work hours by employed graduates was considered as an income benefit. Actual differences between discounted benefits and the gross costs were used to determine the profitability of programs. The following conclusions were drawn from the findings of this study: 1. The trade and industrial, business education, and marketing and distributive education programs were economically profitable. 2. The occupational home economics program was not economically profitable. 3. Graduates in each program have obtained several noneconomic benefits. 4. The proposed cost-benefit analysis model was determined useable and transportable to other vocational education settings. Based on the findings and conclusions of this study, the following recommendations were drawn: 1. That local vocational administrative units use the concept of cost-benefit analysis as an evaluation technique for secondary vocational education programs. 2. That a research study be conducted to determine what other costs and benefits should be considered in the model. 3. That a research study be conducted to determine the economic value of noneconomic benefits. 4. That a longitudinal cost-benefit analysis is needed to determine economic earning and type of jobs held by graduates after graduation. 5. That a study be conducted using cost-benefit analysis with an appropriate comparison group to vocational graduates. 6. That an annual cost-benefit analysis of vocational programs be conducted for each school system to make comparative judgement of their programs. 7. That post-secondary vocational programs explore the possibility of using cost-benefit analysis for evaluating programs.
Criteria for assessing the cooperative extension program planning process in the West central district of Virginia
Ewang, Peter N. (Virginia Polytechnic Institute and State University, 1986)
The success of cooperative extension depends on the knowledge of how to apply the principles of extension education to situations where the activities are to be performed. The cooperative extension services dynamic localized approach to the solution of the common persons problem has stood the test of time. It is not necessary to establish a new system, but what is needed is to increase accountability and efficiency in the way programs are planned and developed. The overall purpose of this study was to develop criteria for assessing the local cooperative extension program planning process in Virginia. Specific objectives that served as a basis for accomplishing the overall purpose of the study were: 1. To identify principles that are basic for planning an effective local extension program. 2. To verify these principles with a panel of experts. 3. To formulate criteria, based on the verified principles, to assess if on-going local extension programs were developed following the accepted programming principles. 4. To field test the criteria to determine the degree to which the criteria are used as guides during the local extension program planning process. This study was a qualitative study. The principles identified and the criteria developed were reviewed by a panel of eight experts, then field tested in randomly selected extension units in the West Central Extension District of Virginia. Using personal interview methodology, unit directors of the randomly selected units were used for the field testing stage of this study. Six of the seven principles identified as basic for planning/developing effective local extension programs were accepted by the panel of experts. Eighteen criteria were formulated based on the accepted principles. Criteria as used in this study implies an overall description of a set of related actions and/or operations which will be called standards of the planning process. It was found that most of the unit directors in the West-Central Extension District of Virginia interviewed for this study use the criteria as guides during their respective programming process. The panel of experts and unit directors agreed that the criteria were important as guides for local extension programming processes. Based on the findings the author concluded that: (a) there are six essential principles for planning effective social extension programs; (b) that there are 18 criteria that can be used as guides for assessing if local extension programs are planned/developed using the essential extension program planning principles; and (c) that it is possible to assess local program planning activities in extension. A recommendation made from the study that the process of assessing local program planning activities be tested statewide to increase the usability potential of the criteria and give possible directions for statewide in-service needs of unit directors and extension agents.
Curriculum and Facilities for Agricultural Education: An Agriscience Approach
Broyles, Thomas W. (Virginia Tech, 2004-07-06)
Agricultural education has changed its curriculum, its focus, and its mission. The early days of agricultural education prepared pupils to enter the workforce by training for specific jobs. The emphasis in agricultural education has shifted to the integration of academics with career and technical education. This paradigm shift is called agriscience. The concept of agriscience is delivered utilizing classroom teaching, supervised agricultural experiences, and laboratory learning. Facilities are the linking point from classroom instruction to problem solving and hands-on experience. Facilities must be furnished with equipment and modules that are highly correlated with the curriculum being implemented. Laboratory experiences must be modernized to reflect the integration of academics with agricultural education. A facility problem being encountered is that agricultural educators do not know the essential components needed for a functional agriscience facility. The purpose of this study was to ascertain essential components needed for a functional agriscience course taught in Virginia entitled Biological Applications in Agriculture. Specific objectives of the investigation were to determine the essential agriscience laboratory and classroom components needed to implement the Virginia course entitled Biological Applications in Agriculture. Identifying essential components of a functional agriscience facility was achieved using the modified Delphi methodology. The panel for this investigation was comprised of 17 adult individuals representing three constituency groups. The groups were categorized as agricultural educators, local school administrators, and career and technical education directors. The respondents completed questionnaires spread over two rounds. The Round I included an initial list of 49 pieces of equipment and components from similar courses taught in Georgia, North Carolina, and New York. The expert panel added an additional 41 pieces of equipment and components to the Round I questionnaire. The Round II questionnaire sought to obtain consensus of the list of essential equipment and components for an agriscience laboratory and classroom. The expert panel reached a consensus on the 90 items essential to implementing the course Biological Applications in Agriculture.
Defining a Global Learning Environment in Higher Education: A Case for the Global Seminar Project
Savelyeva, Tamara (Virginia Tech, 2008-09-11)
In this study I defined the global learning environment (GLE) as it appeared in the Global Seminar Project (GSP) to address the issues of change in higher education under the pressure of globalization. The combination of constructivist theory and a Biggs' (2003) deep learning concept provided a framework for answering the following research questions: (a)what project components make the course global? and (b)in what ways does the Global Seminar contribute to deep learning? For the purposes of this study, I used three forms of data collection, including in-depth, open-ended interviews of 20 GSP's instructors; 11 direct observations of the GSP classroom; and analysis of GSP's written documents and artifacts. I used the open-coding feature of ATLAS.ti software to analyze the interview data and identify the descriptive themes that emerged from the observations and documents. The interview analyses revealed that the GSP's global learning environment included five areas: (a) course structure and academic leadership/management; (b) stakeholder involvement; (c) institutional support; (d) course conducive content; and (e) teaching and learning practices. Within these five major areas I indicated four "global" categories of the learning environment established in the course: innovative, international, interactive, supported by the culture of mutual learning. Evidence of deep learning included observed development of students' generic metacompetencies, identified components of instructors' teaching quality, and recognized value of the relationships among course participants. The research findings brought about two co-dependent understandings of the GLE as a conceptual phenomenon and a practical model. As a conceptual phenomenon, the GLE can be defined as a specific property of an educational structure that occurs when teachers and students are engaged in innovative experiences with the purpose of acquiring understanding of complex global-scale issues by means of cross-cultural interactions and on the basis of mutual learning. Applied to an educational practice, this understanding of the GLE forms a constructive and participatory model that provides possibilities for transforming higher education practices: shifting from mass-production knowledge to genuine quality education based on the values of teachers. These conclusive definitions open a dialogue regarding how the GLE can initiate meaningful changes in educational theory and practices.
Department of Agricultural, Leadership, and Community Education at Virginia Tech 1918 - 2018
Hillison, John H. (Virginia Tech, 2018-09-22)
As we celebrate a century in agricultural education, leadership education, and community education at Virginia Tech it is fitting we recognize the shoulders we stand on. Those giants who built our foundation and nurtured our department throughout these many years. It is also fitting that we recognize the many students, staff, and faculty who have shaped who we are and what we do in the Commonwealth of Virginia and beyond. We want to thank everyone for the wisdom, skills, and talents which have carried ALCE to this milestone. From being the birthplace of the National FFA organization to education programs for beginning farmers, to strengthening secondary agricultural education programs, to developing youth leaders from Virginia to Africa, the department is known throughout the United States and indeed around the globe for teaching, discovery, and outreach that improves the lives of the people we serve. As we look to the future we are encouraged by the continued support of our alumni and friends, our outstanding students, talented staff, and dedicated faculty. The future of ALCE is indeed bright!

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