VTechWorks Repository :: Browsing by Author "Niewolny, Kimberly L."

Browsing by Author "Niewolny, Kimberly L."

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2023 Center for Food Systems and Community Transformation Annual Report
Trozzo, Katie; Niewolny, Kimberly L.; Bendfeldt, Eric; Kelinsky-Jones, Lia (2024-12-18)
Access to Discourse and Professional Identity Development of Doctoral Students in Communities of Practice
Mckee, Katherine Elizabeth (Virginia Tech, 2011-02-17)
This qualitative case study examined the development of doctoral students' professional identities through the negotiation of boundaries among communities of practice and through the social forces within a community of practice. The five doctoral students who participated in the study had been secondary agriculture teachers and were in their second and third years of a Teaching and Learning concentration of an Agricultural and Extension Education doctoral program at a Land Grant University. The participants had from four to seven years of teaching experience in secondary agriculture programs and were on full graduate assistantship with their academic department at the time of the study. The over arching theme was developed through analysis of interviews which were developed through a priori propositions, document analysis, and participant observations. This theme - Doctoral students must lose some legitimacy in their previous communities of practice to gain legitimacy with the faculty community of practice and access the faculty Discourse. Doctoral students' ability to define themselves as "good" and to have legitimacy reinforce each other and increase access which facilitates their professional identity development in relation to the faculty community of practice - emerged to describe the entire study and suggest influences that hinder or facilitate professional identity formation.
AFHVS 2021 Presidential Address: critical praxis and the social imaginary for food systems transformation
Niewolny, Kimberly L. (Springer, 2021-11-01)
In this 2021 AFHVS Presidential Address, Kim Niewolny provides a brief foray into the onto-epistemic framing of critical praxis for sustainable food systems transformation. Niewolny proposes we engage in the creative entanglement of critical praxis and the social imaginary to “unthink” the orthodoxies that govern our ideas of the possible. She offers several possibilities as pathways toward a food system that embodies health equity, ecological justice, land sovereignty, and human rights, including: (1) agroecological research and movement building; (2) food, farm, and health policy; (3) food and farm system worker protections as public health and human rights concerns; (4) intersectional food justice scholarship and curriculum; (5) narrative-led, community-based, and action-oriented methodologies as multi-dimensional inquiry; (6) and multi-sector and multi-racial coalitions as dynamic networks that challenge linear, neoliberal, and technical-rational practices. Niewolny concludes with a call for radical hope as a principle for critical food systems praxis.
AgrAbility Virginia Program Evaluation Brief, 2016 Survey Results
Kyle, Crystal; Niewolny, Kimberly L.; Ballin, Kirk; Young, Joe; Ohanehi, Donatus Chukwubueze, 1949- (Virginia Cooperative Extension, 2017-12-13)
Discusses the results of a 2016 evaluation survey of the AgrAbility program in Virginia.
AgrAbility Virginia's Mixed-Method Program Evaluation Approach and Considerations
Kyle, Crystal; Niewolny, Kimberly L.; Ohanehi, Donatus Chukwubueze, 1949-; Ballin, Kirk; Sheppard, James; Bridge, Steve; Robertson, Tristan (Virginia Cooperative Extension, 2017-12-11)
Discusses survey conducted by AgrAbility program for assessment of the program in serving Virginia farmers.
An Analysis of African American Farmer Participation in Virginia Cooperative Extension: An Emphasis on the Small Farm Outreach and Technical Assistance Program
Smith, Maurice Devoe Jr. (Virginia Tech, 2013-01-25)
This research study examined African American farmer participation in Virginia Cooperative Extension as a step toward fully understanding the role participation plays in supporting African American farmers as legitimate learners within the Cooperative Extension system. This study, therefore, focused on exploring participation in African American farmer programs through the single case of Virginia Cooperative Extension\'s Small Farm Outreach and Technical Assistance Program. This program, which is housed at Virginia State University, aims to support minority farmers who have limited access to benefits from USDA programs. Historically, limited resource farmers have been challenged to gain full access to programs offered by Cooperative Extension. Using a qualitative case study design, individual interviews were conducted with African American farmers, extension specialists, small farm agents, and the program administrators. Two focus groups were conducted with the Small Farm Program agents and another with African American farmers that participated in the program. A review of the findings indicated that the Small Farm Outreach and Technical Assistance at Virginia State University provide various educational opportunities to African American farmers. The program provides one-on-one technical assistance, distribution of information, USDA loan application assistance, workshops and conferences, and networking. Participants stated that agents being "hands on" was a great way to talk and effectively provide assistance to them. The findings for the study characterized barriers relaying from challenges in the program to communication between program and farmers. Family motivation, technology, and the USDA were other unknown barriers that were revealed in the study. The data suggest improvements for the program; first, the involvement of more farmers in the program planning of educational opportunities at Virginia State University would increase participation. Second, the current evaluation of strategies should be continued as a method of usage. However, a pre and post survey should be conducted to analyze and discover farmer's usage in modern to traditional communication systems. Third, providing additional technological advancement training to agents, specialists, and director to be more advance in the new age, and lastly at conferences and/or workshops, construct more engaging informative discussions on adult learning and farm family motivation factors.
Are you a Beginning Farmer?
Kloetzli, Cathryn; Vallotton, Amber; Niewolny, Kimberly L. (Virginia Cooperative Extension, 2013-11-19)
The purpose of this tool is to help you gather a solid basis of information as you consider your start-up situation. Once you have completed as much as you can of this worksheet (or if you have any questions along the way), please bring it to your local Virginia Cooperative Extension office to get guidance on where to go next.
The Basics of On-Farm Safety: An Introductory Guide by the AgrAbility Virginia Program
Kyle, Crystal; Niewolny, Kimberly L.; Orndorff, Nicole; Ohanehi, Donatus Chukwubueze, 1949-; Ballin, Kirk; Young, Joe; Bridge, Steve; Robertson, Tristan (Virginia Cooperative Extension, 2016-09-15)
Provides an overview about agricultural safety. Topics include safety in operating farm equipment, use of personal safety equipment, handling livestock, pesticide safety, and proper ways for lifting and carrying, as well as other health and safety concerns.
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.
Best Practices to Managing Farm Financial Health and Wellbeing
Niewolny, Kimberly L.; Morgan, Kim O.; Mason, Garland; Nunoo, Nicole (Virginia Cooperative Extension, 2020-09-02)
Most farmers and ranchers—and, particularly beginning farmers and ranchers—do not have the financial capacity to hire financial managers to manage their finances for them. The onus is therefore placed on the farmer to assume the multiple roles of accountant, business manager, and farmer at the same time. The tried-and-true approaches to addressing financial risk begin with the development of a whole-farm risk-management plan. We provide best management practices to manage and mitigate the whole-farm, and whole-family risks associated with finances, production, marketing, legal issues, and human interaction (Nickel, 2020).
Boundary politics and the social imaginary for sustainable food systems
Niewolny, Kimberly L. (2021-05-02)
In this essay, Kim Niewolny, current President of AFHVS, responds to the 2020 AFHVS Presidential Address given by Molly Anderson. Niewolny is encouraged by Anderson's message of moving "beyond the boundaries" by focusing our gaze on the insurmountable un-sustainability of the globalized food system. Anderson recommends three ways forward to address current challenges. Niewolny argues that building solidarity with social justice movements and engendering anti-racist praxis take precedence. This work includes but is not limited to dismantling the predominance of neoliberal-fueled technocratic productivism in agricultural science and policy while firmly centering civil society collective action and human rights frameworks as our guiding imaginary for racial, gender, environmental, and climate justice possibilities for sustainable food systems praxis. She concludes by exploring the epistemic assertion to push beyond our professional and political imaginaries to build a more fair, just, and humanizing food system.
Building agroecological traction: Engaging discourse, the imaginary, and critical praxis for food system transformation
Kelinsky-Jones, Lia R.; Niewolny, Kimberly L.; Stephenson, Max O. Jr. (Frontiers, 2023-04)
Shifting the current food system toward a more sustainable and equitable model requires an alternative imaginary. Agroecology represents such an approach, but despite the construct's promise, policy and academic communities alike continue to maintain the current system. We contend that shifting away from the existing, dominant food system requires researchers to engage stakeholders with discourses that give meaning to an agroecological imaginary. We provide a methodological case study for how interested analysts may build agroecological traction through critical praxis. We advance our argument theoretically, methodologically, and empirically. Theoretically, we draw on scholarship arguing that food system transformation requires a discursive imaginary. Methodologically, we outline how Critical Discourse Analysis (CDA) as both a theoretical and methodological framework, illuminates the discursive power that shapes the future of food. We first used CDA to analyze United States Agency for International Development (USAID) policy, and subsequently presented those results to focus groups comprised of USAID-funded university-based research-practitioners. Empirically, we suggest that our methodology represents one possible mechanism or strategy to encourage the dialogue necessary to secure a new critical food system praxis. We conclude by offering recommendations for future inquiry.
A Case Study Exploring Lunchtimes: Implications for Equitable Access to the National School Lunch Program
Smith, Jeanell (Virginia Tech, 2023-09-25)
It is recommended that 20 minutes be provided for students to eat lunch at school. Research has shown that adequate seated lunchtime can ensure that children consume enough food, which may help address child food insecurity concerns. It may also improve dietary quality. The school that is the focus of this case study is located in Lynchburg, Virginia, in a community with relatively high rates of food insecurity. The school participates in CEP, with all students eligible for free school meals. The goal of this study was to assess the current school lunch environment in the cafeteria, using the Strengths, Opportunities, Aspirations, and Results (SOAR) framework, to help inform strategies to increase seated lunch time and ultimately address food insecurity and dietary quality. The study involved 12 one-on-one interviews with cafeteria stakeholders, including cafeteria monitors, cafeteria staff, teachers, and administration. The interview results answered the four research questions and utilizing the asset-based SOAR framework, revealed what is going well in the cafeteria, what opportunities are available for improvement, the collective goals of the stakeholders, and how the stakeholders would define success. The strengths included mandatory quiet time at the start of each lunch period to focus on eating and verbal cues during lunch to provide structure and time management for the students. The opportunities included cafeteria staff providing quality images, detailed descriptions, and tastings of menu items for students and staff. The aspirations of the stakeholders include a deep passion for creating a safe and nurturing environment in the cafeteria. The goals are to increase the amount of time students have to eat lunch and build on the current strengths to continue to improve the cafeteria environment. Recommendations to achieve these goals are offered in a tiered approach and include uniform cafeteria monitor training, expanding nutrition education, and increasing time allotments for lunch.
Catalyzing Agricultural and Educational Resources to Move the Local Food Value Chain Needle in the Shenandoah Valley and Northern Piedmont Regions of Virginia
Bendfeldt, Eric S.; Latimer, Joyce G.; Niewolny, Kimberly L.; Morgan, Kim O.; Vallotton, Amber; Price, E. French; Marston, Cyndi; Love, Kenner; Sutphin, Mark; Sastre-Flores, Beth; Cooper, Jason; Mize, Tim; Hilleary, Jim (2019-10-08)
The Shenandoah Valley and Northern Piedmont Regions of Virginia are fortunate to have agricultural, cultural, and educational resources to catalyze and strengthen Virginia’s food system from farm-to-table. Despite growing demand and support for local food systems, barriers to sustainable success remain for farmers and food businesses, including limited or unwieldy value chain coordination, logistical hurdles, lack of transparent market signals, and inadequate scale, match and fit between producers and buyers.Educational outreach and value chain coordination has included: a Farm2Fork Affair and ongoing producer-buyer networking, Virginia Market Readiness Farm to Restaurant Workshops, On-farm Food Safety Walkthroughs, exploring a Soil Health Awareness/Action Campaign, and expanding the scope of the Shenandoah Valley and Northern Piedmont Buy Fresh Buy Local chapters in coordination with Virginia Market Maker.
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.
Common Ground: Why Should University Faculty Partner with Virginia Cooperative Extension?
Niewolny, Kimberly L.; Gehrt, Karen Roth (Virginia Cooperative Extension, 2013-07-19)
The Virginia Beginning Farmer and Rancher Coalition Program (VBFRCP) is a collaborative effort through Virginia Cooperative Extension and Virginia Tech that reaches across the commonwealth to provide educational opportunities for beginning farmers and ranchers to establish and sustain viable agricultural operations.
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.
Community food work as critical practice: A faith-based perspective through narratives
Ligrani, Rebecca; Niewolny, Kimberly L. (2017)
Community food work is a framework for understanding the interconnections and complexities of food systems issues such as farm sustainability, food access and health equity, environmental resiliency, and social justice. An emerging yet overlooked perspective of community food work is the role of faith-based organizations and practitioners. In this single case study of six faith-based practitioners focused on urban food security in Virginia, we use narrative inquiry to explore how they understand and perform their community food work from a faith-based and social justice context. Our methods included interviewing each practitioner to create stories of their everyday work, researcher-participant analysis of those stories, and a collective reflection session of the group's narratives. The final narratives not only point toward specific social justice values and practices aimed at addressing race and class inequity in the food system as significant elements of their community food work, but also created new space for practitioner reflection and discovery of the way white privilege and class-based assumptions can be uncovered and challenged in the work itself. In this way, the research describes what community food work looks like through a faith-based lens, while also showing how storytelling and narratives can be used as an approach to create possibility for critical reflection about power and privilege in our everyday practice. We conclude with suggestions for using storytelling and narrative inquiry in similar food system contexts as a strategy for community change.
Community, Local, and Regional Food Systems (CLRFS) Forum Report
Niewolny, Kimberly L.; Latimer, Joyce G. (Virginia Cooperative Extension, 2016-10-07)
This document reports on a forum about community, local and regional food systems in Virginia. Purpose was to evaluate breadth and variety of VCE programs related to these systems within the state, and to plan strategies for the near future in relation to food access, food security, open space planning, and other concerns.
Constructing Leadership Identities through Participation in a Leadership Living-Learning Community
Priest, Kerry Louise (Virginia Tech, 2012-06-19)
This case study conceptually illustrated how a leadership living-learning community provided an educational context well suited to enhance development of leaders within changing leadership and educational paradigms. Specifically, it highlighted how both leadership and learning have come to be viewed as sociocultural processes, and presented theoretical and applied descriptions of "communities of practice" and the identity formation process of "legitimate peripheral participation" (Lave & Wenger, 1991). The unit of analysis for this case study was a first-year, leadership-themed living-learning community at a four-year, land grant university in the Eastern United States. The purpose of the study was to explore how college students constructed leadership identities as they moved from first year members to second year peer leaders in the living-learning community. Nine sophomore students serving in peer leader roles and four faculty members serving as program instructors were the primary study participants. In-depth qualitative interviews with students and faculty, analysis of key program documents and students' written assignments, and a confirmatory student focus group contributed to the creation of eight primary themes and one overarching theme describing how students constructed leadership identities through community participation. The eight themes included access to experiences of membership, meanings of the first-year experience, beliefs about leadership, peer leader roles and practices, knowing in practice, meanings of multi-membership, and embodiment of the program mission. The overarching theme illustrated how peer leaders embody the mission-oriented program design as they move through—and ultimately out of—the community. Students' representations of their beliefs and practices enacted through community leadership roles emphasized college success strategies, foundational leadership knowledge and skill development, and preparation for future leadership roles. The findings of this study provided insight for educators who desire to design programs that foster college student leadership development. The findings revealed social and cultural implications related to higher education's call to enhance students' leadership capacity. There is a need to further explore leadership identity formation within other contexts, as well as the long-term impact of learning community experience on students' representations of leadership identity.

Browsing by Author "Niewolny, Kimberly L."

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