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Browsing by Author "Rudd, Rick D."

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    Agricultural Education and Training in Sub-Saharan Africa: A Three-step Approach to AET Institution Building
    Cletzer, D. Adam; Rudd, Rick D.; Westfall-Rudd, Donna M.; Drape, Tiffany A. (Macrothink Institute, 2016)
    Educational institution building for agricultural education and training (AET) in sub-Saharan African has struggled, leading to many false starts and only islands of success. This review examines relevant literature related to carrying out AET in developing countries, the historical successes or challenges of developing AET institutions, and the need for establishing AET institutions. Numerous factors hampering the development of AET emerged, including: shrinking national budgets, reverse return, donor congestion, fixation on a linear model of science, and political instability. Recommendations for building AET institutions in SSA are presented using Rogers’ Diffusion of Innovation Theory as a framework, and include: (a) develop strategic relationships for political support of agriculture, (b) creating a more flexible framework for structuring institutions of higher learning, and (c) utilizing the SAFE model to reform curriculum to meet today’s learners’ needs.
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    Agricultural Teacher Creativity: An examination of agricultural teachers' creative identity and creative behaviors
    Woodward, Patricia Lane (Virginia Tech, 2019-06-10)
    Identity development is not a subject formally covered in coursework or professional development, but it is still important. Identity is used to determine behavior and actions as well as to set goals. Our identities shape who we are and what we do. If I identify as creative then I am more likely to practice creative behavior as well as set goals that include creativity. With the day to day problems we face as a society grow in number as well as in level of difficulty, creative solutions are needed. However, often we hear "you're not creative" or say "I'm not creative." These words are said because our creative identity is not active nor is it developmentally supported. Understanding the development of creative identity and the behaviors that demonstrate creativity level can help develop creative problem-solving skills and practices. I found that generally, agricultural teachers find they are creative whether their creative score indicates a strong creative ability or not. I found that for teachers to feel their administrators and peers view them as creative they must hear words of affirmation; however, a teacher uses clues from student actions of engagement or questions to feel that their students view them as creative. I found that teachers credit mentors, peer teachers, books, and professional development with how they define and act creatively within their classrooms. I found that the predominant creative behaviors were storytelling, movement, colorfulness, and fantasy. These findings indicate the need to develop a teacher's creative identity by purposefully designed professional development. We should also begin to recognize creativity and verbally acknowledge creativity when observed. Teacher preparation programs should include creative mentors and books that further develop instructional creative behaviors that were observed. The behaviors that appeared the least should also continue to be developed.
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    Application of Automated Facial Expression Analysis and Qualitative Analysis to Assess Consumer Perception and Acceptability of Beverages and Water
    Crist, Courtney Alissa (Virginia Tech, 2016-04-27)
    Sensory and consumer sciences aim to understand the influences of product acceptability and purchase decisions. The food industry measures product acceptability through hedonic testing but often does not assess implicit or qualitative response. Incorporation of qualitative research and automated facial expression analysis (AFEA) may supplement hedonic acceptability testing to provide product insights. The purpose of this research was to assess the application of AFEA and qualitative analysis to understand consumer experience and response. In two studies, AFEA was applied to elucidate consumers emotional response to dairy (n=42) and water (n=46) beverages. For dairy, unflavored milk (x=6.6±1.8) and vanilla syrup flavored milk (x=5.9±2.2) (p>0.05) were acceptably rated (1=dislike extremely; 9=like extremely) while salty flavored milk (x=2.3±1.3) was least acceptable (p<0.05). Vanilla syrup flavored milk generated emotions with surprised intermittently present over time (10 sec) (p<0.025) compared to unflavored milk. Salty flavored milk created an intense disgust response among other emotions compared to unflavored milk (p<0.025). Using a bitter solutions model in water, an inverse relationship existed with acceptability as bitter intensity increased (rs=-0.90; p<0.0001). Facial expressions characterized as disgust and happy emotion increased in duration as bitter intensity increased while neutral remained similar across bitter intensities compared to the control (p<0.025). In a mixed methods analysis to enumerate microbial populations, assess water quality, and qualitatively gain consumer insights regarding water fountains and water filling stations, results inferred that water quality differences did not exist between water fountains and water filling stations (metals, pH, chlorine, and microbial) (p>0.05). However, the exterior of water fountains were microbially (8.8 CFU/cm^2) and visually cleaner than filling stations (10.4x10^3 CFU/cm^2) (p<0.05). Qualitative analysis contradicted quantitative findings as participants preferred water filling stations because they felt they were cleaner and delivered higher quality water. Lastly, The Theory of Planned Behavior was able to assist in understanding undergraduates' reusable water bottle behavior and revealed 11 categories (attitudes n=6; subjective norms n=2; perceived behavioral control n=2; intentions n=1). Collectively, the use of AFEA and qualitative analysis provided additional insight to consumer-product interaction and acceptability; however, additional research should include improving the sensitivity of AFEA to consumer product evaluation.
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    Assessment of Current Guidelines for Culinary Preparation Methods of Fish and Shellfish
    Kostal, Jeri Elizabeth (Virginia Tech, 2012-12-17)
    Consumers regularly decide to consume fish and shellfish raw or undercooked, which can cause foodborne illness due to product contamination or unsafe handling by the consumer.  In order to be considered safe for consumption, intact fish and shellfish should be prepared to an internal temperature of 63"C, according to the 2009 FDA Food Code, with Salmonella spp. as the target organism.  Focus groups (5 groups, 32 participants) were conducted to determine consumer beliefs and concerns regarding fish and shellfish safety and preparation.  Transcripts of focus groups where coded for themes, which were then grouped into categories.  Nine categories emerged including:  experience, trust, confidence, quality of product, motivation, concerns, cooking procedures, cooking instructions, and knowledge.  Emerging themes were used to help develop educational materials to increase consumer ability to properly prepare fish and shellfish.  In a separate experiment, participants (n=6) cooked salmon (baked, broiled), tilapia (baked, broiled), and shrimp (broiled, boiled) according to cookbook-based directions.    Internal temperatures of products were recorded, with 33.3% of products cooked to a temperature less than 63"C.  A group training session was held, during which participants received additional visual and non-oral cues to determine when products were prepared to 63"C and safe food handling practices.  After training, participants prepared the same products.  Participants demonstrated improved food safety behaviors and were more successful at cooking products to temperatures "63"C (94.4% of products).  Improved cooking instruction and educational materials may reduce the risk of foodborne illness from undercooked fish and shellfish.
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    A Case Study of a Beginner Gardening Program in North Carolina
    Vu, Amy (Virginia Tech, 2015-11-09)
    Food insecurity refers to the lack of reliable access to nutritious and affordable foods for people of all backgrounds (Meenar and Hoover, 2012) and is a problem faced by approximately 50 million Americans (Smith, 2011) and thirteen percent of North Carolina households. Food security and poverty have been directly linked and North Carolina's poverty rate (14.3%) is above the national level (13%) (Curtis, 2010). Community gardens have been recognized globally by many experts including health professionals, community organizers, environmental activists, and policymakers, as an "important contributor to economic development, food security, and environmental management"(Baker, 2004). Together, these professionals use gardens as a means to educate the public about food production and nutrition. Empirical research has documented many community garden benefits, however, the examination of educational programs associated with these gardens is limited. The purpose of this case study was to examine the development and implementation of a beginner gardening program and its influence on program participants in an area known to be food insecure within North Carolina. The researcher utilized multiple means of qualitative methods including: 1) semi-structured pre- and post- interviews with program coordinators and participants, 2) content analysis, 3) a reflection journal used to observe the program, and the facilitation of a 4) focus group with program participants. The findings revealed the challenges program coordinators encountered throughout the development and implementation, as well as the effects of the beginner gardening program on program participants.
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    A Case Study of How Modern Agricultural Education Programs May Be Designed to Support Innovative Agricultural Content
    Webb, Randall Curtis (Virginia Tech, 2018-08-15)
    The agricultural industry is changing every day, and new innovations are being developed faster than educational resources can be developed. Secondary agricultural education is faced with the challenges of keeping up with the changes in the industry. Determining how to bring cutting edge innovative content to the classroom is difficult and without a clear vision of what is relevant it is impossible. The purpose of this case study was to determine how modern agricultural education programs may be designed and developed to support innovative agricultural content. The researcher focused on the planning theory of (Cervero and Wilson, 2006), as well as the Diffusion of Innovations Theory (Rogers, 2003) for the theoretical framework of the research. The case study used a qualitative approach to examine the phenomenological views of stakeholders and artifacts collected to support the innovative program design. This qualitative study used interviews to describe and find the meanings to how modern agricultural education programs may be designed and developed to support innovative agricultural content. The findings of this study delivered a clear picture of this innovative agricultural education program. There were five categories and nine themes to emerge from the data collected, these categories and themes support the role the participants have played in the design and development of this innovative agricultural education program. The study showed that teachers were the key to a successful program. Teachers were then connected to professional development, program support, curriculum, and expectations of students at the end of their agricultural education program.
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    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.
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    Challenges and Solutions to Higher Education Institutions in Africa
    Drape, Tiffany A.; Rudd, Rick D.; Lopez, Megan; Radford, Donna (Macrothink Institute, 2016)
    The purpose of this study was to explore ways that higher education institutes (HEI’s) that offered agriculture education and training (AET) in their curriculum could change the behavior to improve the quality of education offered to students. Faculty at a regional conference in Africa participated in a daylong focus group workshop aimed at addressing these needs and offering solutions that could be implemented immediately. Using the theory of planned behavior as a guide, participants discussed the challenges and solutions they saw at their institutions and the amount of time it would take to implement changes. A qualitative analysis was conducted using a codebook to analyze various pieces of data that included video clips and artifacts created by the participants at the workshop. Results from the analysis were split in two main themes, challenges or solutions. The main challenges included access to higher education and lack of preparation at the primary and secondary level of school. The main solutions proposed were to restructure the leadership and offer more training to faculty through mentoring programs. These results can guide higher education initiatives for agriculture education and training as well as other discipline areas in higher education.
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    Cognitive Effect Indicators: The Impact of Student and Teacher Styles on Course Grades
    McCann, Edward W. Jr. (Virginia Tech, 2008-04-21)
    This study was descriptive, correlative and explanatory. It summarized the problem solving and learning styles of students enrolled in the spring 2008 Virginia Polytechnic Institute and State University Agricultural Technology program, identified relationships between problem solving and learning styles, and used problem solving and learning styles to explain students' end of course grades. Ninety-three students and six faculty members elected to participate in the study. There were differences between degree options in terms of orientation to change. Second year students were likely to be internal processors. There were not significant differences among the population in ways of deciding. However, Agricultural Technology teachers were more task oriented problem solvers, while their students were people oriented. Teachers were more field independent than the students. There were no relationships between problem solving and learning style. There was a high degree of association between student ways of deciding and manner of processing. Student and teacher problem solving and learning styles were used to explain 11% of the variance in students' end of course grades for the six teachers in the study. Student orientation to change, student manner of processing, teacher manner of processing and teacher ways of deciding scores produced a model that significantly explained end of course grades. Suggestions for further research included identifying other career areas with stylistic trends and further identifying the impact cognitive effect has on student behavior.
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    Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education
    Seibel, Megan M. (Virginia Tech, 2012-03-16)
    In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes. Schön's narrative dialogue of reflection (1983) proved to be the essential missing piece in working with community educators toward successful development and autonomy. In-depth qualitative interviews with 19 paraprofessional community-based peer educators with a state level family nutrition program contributed to findings relevant to how social context, critical reflection, and identity development influence an understanding of experience and the ability to impact knowledge and behavior change in clients. Individual interviews and focus groups allowed narrative exploration of topics as they evolved throughout the study; giving voice to paraprofessional program assistants in a way not previously done. The findings of this study provide insight necessary for the assessment of new conceptualizations of practice for paraprofessional models in expanding community impact and highlight the need for assessment of contemporary program delivery in a way that fosters the continual development of lay educators through reflective practice. Recommendations are made for a reassessment of historically significant program models in order to embrace paraprofessionals as more broadly defined socially mediated and socially situated influential practitioners.
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    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.
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    The Critical Need for Experiential Learning Programs in Animal Agriculture
    Tussing, Jessica Lynn (Virginia Tech, 2014-06-17)
    Though experiential learning is a popular topic in higher education, a great deal of research in the field neglects to make ties between program outcomes and educational theory, creating a gap in knowledge regarding how participant students truly experience educational programs. Consequently, this study proposes an updated perspective of experiential education that considers the experiential and social aspects of these learning environments. While it is important to determine programmatic impacts, it is equally important to assess how learning has occurred, so programs can be modified accordingly. The Equine Studies Program at the Middleburg Agricultural Research and Extension Center began in 2010, with seven cohorts having completed the program since its inception. At this time, however, no study has been conducted to gain a thorough understanding of the program's purpose, nor assess if programmatic impacts align with its objectives. This study utilized qualitative interview methods to determine the program's objectives and impacts on participants. The findings provide insight on how experiential learning programs can be enhanced to better prepare students for the challenges of modern industry. Recommendations are made for continued research in this area to determine how the implementation of experiential learning programs may impact overall undergraduate curricula. Additional research should also be conducted to compare the impacts of varying types of experiential programs.
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    Developing Active and Engaged Youth Citizens: An Examination of Ethical Factors, Demographics, and Problem-Solving Disposition
    Bush, Sarah Ann (Virginia Tech, 2018-06-11)
    Thriving youth have the capacity to contribute to greater society and develop independence, mastery, generosity, and a sense of belonging. This development is frequently enhanced through youth programming as ability expansion rather than capacity for authority and community engagement. In Virginia 4-H teen-leadership initiatives infused with positive youth development provide opportunities to bolster active and engaged citizenship (AEC). The purpose of this study was to explain AEC through the examination of ethical factors, demographics, and problem-solving disposition of youth participating in leadership-development programs. This study utilized both person- and variable-centered analyses to develop youth profiles and determine the impact of ethical factors, demographics, and problem-solving disposition on AEC for participants in long-term 4-H teen-leadership programs and short-term 4-H leadership trainings. An ex post facto survey design was used to develop clusters of youth and explain the relationship between problem-solving disposition, demographics, ethical factors, and AEC. The findings indicated that both ethical factors and problem-solving disposition significantly explained AEC for both treatments. Additionally, findings indicated significant differences between clusters for AEC, civic duty, and civic skills. These differences were predominately observed through membership in long-term or short-term leadership programs as well as enrollment in honors/AP courses, gender, ethical views, and problem-solving disposition. Findings informed the incorporation of community problem-solving in the youth's AEC model. A conceptual model for Youth in Community Problem Solving (YCPS) was developed based on theory and findings. Sociocultural theory and reasoned actioned approach, situated within relational developmental systems metatheory, provided a foundation for the YCPS model. Additional literature on positive youth development, youth-leadership development, self-consciousness, sense of community, and problem-solving disposition was utilized in support of the model. Evidence for the inclusion of problem-solving disposition in the model was found through a recent study with youth in leadership programs. If youth are to engage in YCPS partnerships, both youth and adults should be equipped with the necessary tools and resources for equal partnership, so they can overcome power dynamics and inner team conflicts. Additionally, Youth leadership practitioners should consider avenues for infusing character and problem-solving development in gender inclusive program curriculum to increase likelihood for contribution.
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    Eco-Leadership in Practice: A Mixed Methods Study of County 4-H Programs
    Cletzer, David Adam (Virginia Tech, 2016-12-09)
    Our understanding of leaders and the role they play in organizations and society is changing. Four broad discourses of leadership have been identified as occurring during the past 100 years: controller, therapist, messiah, and eco-leader. The most recent, eco-leader discourse, is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. Eco-leadership is believed to be beneficial for organizations operating in a 21st century, knowledge-driven economy. A quintessential example of an ecological organization is the Extension Service's 4-H program, the organization which this study examines. However, in 4-H, as in many organizations, a majority of leadership development efforts focus on the individual, positional leader. Further, the vast majority of the literature devoted to eco-leadership is conceptual in nature; empirical studies linking leadership approaches to organizational outcomes are rare. This study uses an explanatory sequential mixed methods design to examine: (a) the nature of the relationship between county 4-H agents' leadership discourse preferences and programmatic success; (b) county 4-H association members' levels of systemic and hierarchical thinking and programmatic success; (c) the way in which county 4-H association members' perceive their leadership within their counties; and (d) the relationship between these volunteers' perceptions of their leadership and other variables associated with programmatic success. Findings indicate that the therapist discourse was the most preferred discourse among county 4-H agents, but that agents' discourse scores were unrelated to county 4-H program success. Associations' levels of hierarchical and systemic thinking were also not related to county 4-H program success. Additionally, county 4-H association members reported that: (a) agents play a central role in decision making and communication within the association; (b) association members rarely make decisions on programmatic matters; (c) associations are often not structured in accordance with 4-H's policy for associations; and (d) members are not provided opportunities for development in their roles as association members.
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    Elements of an Undergraduate Agricultural Leadership Program: A Delphi Study
    Morgan, A. Christian; King, Diana L.; Rudd, Rick D.; Kaufman, Eric K. (Journal of Leadership Education, 2013-12-01)
    Programs in agricultural leadership are continuing to enjoy success in institutions around the country. To this point, there has been a lack of research conducted to (a) identify objectives for these programs, (b) identify courses that should be taught in these programs, (c) identify the need for and objectives of an internship requirement, or (d) determine future placements of program graduates. This study sought the opinions of 15 agricultural leadership experts from across the nation to address these questions. Although the panel came to consensus on these areas it was apparent that the experts in agricultural leadership must continue to work toward national goals and standards for agricultural leadership programs.
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    Evaluating Consumer Emotional Response to Beverage Sweeteners through Facial Expression Analysis
    Leitch, Kristen Allison (Virginia Tech, 2015-06-23)
    Emotional processing and characterization of internal and external stimuli is believed to play an integral role in consumer acceptance or rejection of food products. In this research three experiments were completed with the ultimate goal of adding to the growing body of research pertaining to food, emotions and acceptance using traditional affective sensory methods in combination with implicit (uncontrollable) and explicit (cognitive) emotional measures. Sweetness equivalence of several artificial (acesulfame potassium, saccharin and sucralose) and natural (42% high fructose corn syrup and honey) sweeteners were established to a 5% sucrose solution. Differences in consumer acceptability and emotional response to sucrose (control) and four equi-sweet alternatives (acesulfame potassium, high fructose corn syrup, honey, and sucralose) in tea were evaluated using a 9-point hedonic scale, check-all-that-apply (CATA) emotion term questionnaire (explicit), and automated facial expression analysis (AFEA) (implicit). Facial expression responses and emotion term categorization based on selection frequencies were able to adequately discern differences in emotional response as it related to hedonic liking between sweetener categories (artificial; natural). The potential influence of varying product information on consumer acceptance and emotional responses was then evaluated in relation to three sweeteners (sucrose, ace-k, HFCS) in tea solutions. Observed differences in liking and emotional term characterizations based on the validity of product information for sweeteners were attributed to cognitive dissonance. False informational cues had an observed dampening effect on the implicit emotional response to alternative sweeteners. Significant moderate correlations between liking and several basic emotions supported the belief that implicit emotions are contextually specific. Limitations pertaining to AFEA data collection and emotional interpretations to sweeteners include high panelist variability (within and across), calibration techniques, video quality, software sensitivity, and a general lack of consistency concerning methods of analysis. When used in conjunction with traditional affective methodology and cognitive emotional characterization, AFEA provides an additional layer of valued information about the consumer food experience.
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    Evaluating Virginia Cooperative Extension Master Gardener Help Desks
    Hurni, Sarah B. (Virginia Tech, 2023-08-08)
    Extension master gardeners are volunteers in the Cooperative Extension system that aim to educate the community about sustainable horticultural practices. Their required volunteer hours are fulfilled through educational workshops, presentations, home garden visits, help desks, and many other services. While help desk services are being overshadowed by the various search engines we use to find the answers to our questions, the data gathered from Extension master gardener help desks can help Extension professionals prioritize programs and allocate resources effectively. There is no current research that shows aggregated help desk data as an indicator of community needs, program prioritization, or program improvement. The objective of this study was to determine the most common topics that arise through the help desk and compare them with current master gardener initiatives to determine whether community needs are being met. Connections can be made between the hardiness zone of each master gardener unit, the season, and the types of topics that typically arise. A survey was developed and sent out to master gardener coordinators, agents, and volunteers across Virginia to gather this information. The survey had an overall response rate of 35%, with a response rate of 3.70% in zone 6a, 3.70% in zone 6b, 29.63% in zone 7a, 48.15% in zone 7b, and 14.81% in zone 8a. The survey results indicated that there were significant differences between the topics of interest in communities of different hardiness zones, as well as notable seasonal differences. Conclusions and recommendations were made specific to each zone, as they varied greatly in response rates and topic frequencies making it difficult to draw conclusions across zones.
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    An Evaluation of Program, Training, and Resource Needs of Virginia Beginning Farmers and Ranchers: Virginia Beginning Farmer and Rancher Coalition Program
    Benson, Matthew; Niewolny, Kimberly L.; Rudd, Rick D. (Virginia Cooperative Extension, 2019)
    With funding from the USDA Beginning Farmer and Rancher Development Program in fall 2010, the Virginia Beginning Farmer and Rancher Coalition Program aims to meet the expressed needs of Virginia’s beginning farmers and support the development of social networks through which they can gain vital skills, information, technical assistance, and business capacity for long-term agricultural viability (see www.vabeginningfarmer.org).
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    An Evaluation of Program, Training, and Resource Needs of Virginia Beginning Farmers and Ranchers: Virginia Beginning Farmer and Rancher Coalition Program
    Benson, Matthew C.; Niewolny, Kimberly L.; Rudd, Rick D. (Virginia Cooperative Extension, 2014-04-08)
    With funding from the USDA Beginning Farmer and Rancher Development Program in fall 2010, the Virginia Beginning Farmer and Rancher Coalition Program aims to meet the expressed needs of Virginia's beginning farmers and support the development of social networks through which they can gain vital skills, information, technical assistance, and business capacity for long-term agricultural viability.
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    Examining the Evaluation Capacity, Evaluation Behaviors, and the Culture of Evaluation in Cooperative Extension
    Vengrin, Courtney Ahren (Virginia Tech, 2016-01-28)
    Evaluation is a burgeoning field and remains fairly young by most standards. Within Cooperative Extension, evaluation practices have been implemented at a variety of levels given that evaluation is mandatory for much of the funding Cooperative Extension receives. With evaluation in high demand, it is expected that most Extension educators are performing some levels of evaluation as a routine part of their jobs. In order to perform the required evaluations, an Extension educator must exhibit some level of knowledge and skill regarding evaluation. While much research to date has been done on the level of evaluation within the organization, there is a lack of understanding regarding the evaluation competencies that Extension educators must possess and the culture of evaluation within the organization. This study set out to examine the evaluation competencies, culture, and evaluation behaviors within Cooperative Extension. Utilizing an online survey format and quantitative methodology, a widely accepted set of evaluation competencies were examined for their importance within Cooperative Extension. A panel of 13 experts was selected to examine the competencies and it was determined than all competencies in the list were necessary for Extension educators to exhibit in their jobs. The list of competencies was then combined with a subscale regarding culture and a subscale based on the Theory of Planned Behavior (Ajzen, 1991). A total of 419 Extension educators in four Extension systems participated in the study, with 222 generating usable data for a response rate of 13%. The highest and lowest skill level for the competencies were determined by Extension educators self-reporting. Perception of importance of each competency was examined and the highest and lowest importance rankings were determined. These were compared to the rankings of importance by the expert panel. A path analysis was conducted by modifying the Theory of Planned Behavior model and multiple regression analysis. Mean weighted discrepancy scores were calculated to determine the differences in skill level and perception for each of the competencies. The subscale of culture was examined for potential areas of Evaluation Capacity Building (ECB) within the organization. Results show that while there was much agreement between the expert panel and Extension educators regarding the importance of competencies, experts ranked all competencies as important while Extension educators did not. The results of the path analysis determined intention and perceived behavioral control explained 3.9% of the variance in the evaluation behavior exhibited by skill. Subjective norm and attitude explained 11.8% of the variance within intention. Perceived behavioral control, attitude and culture accounted for 13.1% of the variance in subjective norm. Culture and perception accounted for 7.1% of the variance in attitude. Perception, program area, college major, location, training in evaluation, degree level and years of experience explained 28% of the variance within evaluation culture. Finally, recommendations for practice and future research were made based on these findings.