Browsing by Author "Rutherford, Tracy"

Now showing 1 - 4 of 4
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    The Contribution of Selected Instructional Methods Toward Graduate Student Understanding of Crisis Communication
    Witt, Christy; Doerfert, David; Rutherford, Tracy; Murphrey, Theresa; Edgar, Leslie (2011)
    Providing quality instruction that meets students’ learning needs is an issue facing teachers of agriculture in higher education. A considerable amount of research has been devoted to assessing the effectiveness of various instructional methods, but the research is inconclusive in identifying a singular method of instruction that works well with all individuals. The purpose of this study was to examine students’ perceived value of instructional methods in contribution towards their understanding of and confidence in risk and crisis communication content and practices. This study also compared students (N = 30) from two semesters to determine if new instructional methods incorporating new technology (i.e., Second Life) impacted the knowledge, comprehension, and self-confidence of students. In this descriptive survey research, the data revealed that students did not identify one singular instructional method as being most beneficial and influential, but found a combination of instructional methods influenced their self-confidence. No significant differences were found in changes in students’ content knowledge scores or end-of-course degree of confidence scores.
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    CyberBioSecurity through Leadership-as-Practice Development
    Kaufman, Eric K.; Adeoye, Samson; Batarseh, Feras; Brown, Anne M.; Drape, Tiffany A.; Duncan, Susan; Rutherford, Tracy; Strawn, Laura K.; Xia, Kang (2022-03-28)
    CyberBioSecurity is an emerging field at the interface of life sciences and digital worlds (Murch, 2018). The solution to the global cyberbiosecurity challenge is not merely technical; society needs cyberbiosecurity professionals who engage in leadership with a boundary-crossing approach that involves collective effort. Such an approach emerges from leadership-as-practice development (LaPD), characterized by its efforts to “change patterns and thinking that could transform a culture of mediocrity to one of excellence and resilience'' (Raelin, 2020, p. 2). While LaPD has been used in some professional learning contexts and it aligns with some signature pedagogies of the professions, the opportunity remains for embedding LaPD in graduate education to meet the needs of emerging fields. The objective of this proposed project is to catalyze transformative cyberbiosecurity graduate education in a way that increases cognitive integrative capability among cyberbiosecurity scientists and professionals. As noted by Pratch (2014), “leaders who possess integrative capacity are better able to assess problems and find workable solutions than those who do not” (p. 1). In this project, we intend to embedding LaPD in online graduate and train-the-trainer modules, testing various pedagogies associated with boundary-crossing graduate education. The approach will include use of collaborative leadership learning groups (CLLGs), which are “anchored in practice, bringing together learners who can identify and work together on the challenges they face collectively” (Denyer & Turnbull James, 2016, p. 269). Our specific research questions include: What signature pedagogies best support the emerging discipline of CyberBioSecurity education? To what extent do collaborative leadership learning groups (CLLGs) increase students’ cognitive integrative capability?
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    The Journal of International Agricultural and Extension Education: A Ten Year Look
    Edgar, Leslie; Rutherford, Tracy; Briers, Gary E. (2008)
    The Journal of International Agricultural and Extension Education (JIAEE) has been a primary outlet of international agricultural education publishing and research and activity dissemination—a claim verified in this study. The purpose of this study, which was a part of a larger study, was to assess ten-years of JIAEE to determine primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types used, using a mixed-methods design. Analyzed in this study were 144 research articles published in JIAEE issues I and III, from 1997 through 2006. There were 27 primary research theme areas and 31 secondary research theme areas identified. The compiled list of primary and secondary research themes, and prolific themes identified by year are reported. There were 329 JIAEE authors identified, with Mohammad Chizari, Barnabas Dlamini, and James Lindner (6.3%) being the most prolific. Quantitative research methods were the most common (75.7%). The most frequent research method types were survey methods (45.8%). Research themes appear cyclic and additional research must be completed to determine depth and research influence of the potential cycles. Researchers should consider diversifying their methodological research types beyond survey research. Results of this research should be used comparatively with research priority areas identified in the National Research Agenda: Agricultural Education and Communication 2007-2010 to determine where future research focus must be incorporated.
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    A Semiotic Analysis of Biotechnology and Food Safety Photographs in Time, Newsweek, and US News & World Report
    Norwood-Tolbert, Jenn; Rutherford, Tracy (2009)
    This study examined the photographs and photo illustrations used in Time, Newsweek, and U.S. News & World Report biotechnology and food safety stories in 2000 and 2001. Semiotic theory provided a conceptual framework for interpreting data collected through a quantitative content analysis. The evaluation of 45 images indicated that the news magazines had relatively balanced coverage of the issues. Five categories of images were determined to be used by the news magazines: food, animals, scientists or food handlers, producers, and foreign. These results are consistent with journalism research in relationship to the use of images to create perceptions and support stereotypes. Based on the results of this study, agricultural communications and journalism programs should emphasize visual media literacy. Understanding how images support stereotypes or influence public perception, rather than providing objective information, can be used to develop communications campaigns advocating a point-of-view.