VTechWorks Repository :: Browsing by Author "Westfall-Rudd, Donna M."

Browsing by Author "Westfall-Rudd, Donna M."

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Administrators’ Perspectives on Organizational Environmental Factors Facing 4-H Youth Development
Elliott-Engel, Jeremy; Westfall-Rudd, Donna M.; Seibel, Megan M.; Kaufman, Eric K.; Radhakrishna, Rama (Elsevier, 2024-01)
4-H is the largest youth development organization in the United States and is the youth development program of the Land-Grant University’s Cooperative Extension system. A qualitative study of 13 4-H Program Leaders and seven Cooperative Extension Directors was conducted to explore the perspectives Extension Administrators hold about the organizational environmental factors facing the 4-H program. Data were analyzed using a qualitative open coding methodology. Five themes emerged from the study in response to the identified environmental factors: 1) key components of the traditional club model need to be ensured in all programming conducted; 2) the need to develop a club programming matrix to help county-level staff manage the impact and their workload; 3) good partners will expand the 4-H programs’ capacity; 4) increased involvement of first generation youth and families is needed; and 5) intentional marketing and raising awareness of the “new 4-H brand.” Adaptation poses important questions, challenges, and opportunities for the 4-H program. Because administrators represent a national population of Administrators, these insights can inform youth organizations in the United States and internationally.
Administrator’s Perspectives on the Environmental Factors Facing Cooperative Extension
Elliott-Engel, Jeremy; Westfall-Rudd, Donna M.; Seibel, Megan M.; Kaufman, Eric K.; Radhakrishna, Rama (American Association for Agricultural Education, 2020-02-02)
Extension is a complex organization with a mission to deliver research from the Land-Grant University to all U.S. communities. Extension administrator perspectives of the environmental factor changes that are facing the organization were investigated in this qualitative study to inform the direction for organization adaptation. Extension needs to respond to: shifts in funding and clientele demographics. Organization adaptation can cause long-term stakeholders to fear loss and therefore can act against the organization. Administrators need to be responsive to traditional stakeholder concerns to reduce shifting focus friction and achieve organization adaptation, and further survival.
The adult-centered teaching strategies for the livestock System resilience with a variety of extension agent workloads’ demands: a case study of Thies and Diourbel Regions, Senegal
Kane, Ousmane; Badji, Alkaly; Westfall-Rudd, Donna M. (2023-01)
Senegalese extension services play a crucial role in Senegalese agriculture which is still characterized as family and peasant-based. Extension agents provide technical support and information to breeders. Today, an adaptation to the use of natural resources is necessary because of the degradation of the agro-pastoral ecosystem, hence the need for innovative training and awareness-raising strategies. Therefore, the purpose was the enhancement of the teaching approaches implemented to local breeders in the context of climate change in the Diourbel and Thies regions. The researcher collected qualitative data, including document analysis and in-depth interviews with 12 extension agents. Findings included insight into the training experiences of extension agents in the context of climate change. Besides, the results showed that the program planning is effective and helped to design practical teaching content. In addition, the adult-centered teaching approach is a new concept for the participants. However, the findings demonstrated the need to improve knowledge in teaching and learning innovations for extension agents in natural resource conservations. In sum, they need program planning and continuing professional development programs to be efficient in diffusing the concept to change the mindset and behaviors of breeders.
Advancing Community College Instruction for Agriculture Workforce Preparedness: VCCS Professional Development Day 1
Kaufman, Eric K.; White, Amy; Nelson, Dalton; Seibel, Megan M.; Westfall-Rudd, Donna M.; Friedel, Curtis R. (2021-06-15)
This was the first meeting of the professional learning cohort of Virginia Community College System (VCCS) faculty engaged in the Agriculture Workforce Training for Collaborative Leadership project.
Advancing Community College Instruction for Agriculture Workforce Preparedness: VCCS Professional Development Day 2
Kaufman, Eric K.; Westfall-Rudd, Donna M.; Friedel, Curtis R. (2021-06-16)
This was the second meeting of the professional learning cohort of Virginia Community College System (VCCS) faculty engaged in the Agriculture Workforce Training for Collaborative Leadership project.
Advancing Community College Instruction for Agriculture Workforce Preparedness: VCCS Professional Development Day 3
Kaufman, Eric K.; Ring, Bettina; Seibel, Megan M.; White, Amy; Westfall-Rudd, Donna M.; Friedel, Curtis R.; Nelson, Dalton (2021-07-14)
This was the third meeting of the professional learning cohort of Virginia Community College System (VCCS) faculty engaged in the Agriculture Workforce Training for Collaborative Leadership project.
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.
Agricultural Grading Manual Training Tools: An Evaluation
Hall, Kierra (Virginia Tech, 2020-05)
The United States Department of Agriculture (USDA) implements federal regulations and guidelines to ensure that the food supply is safe for consumers. The job roles for inspectors who work for USDA include in-plant inspections, lot sampling, and conducting audits in plants, on farms, and at entry ports. In order to efficiently complete each task, all inspectors must be thoroughly trained. This work examined current USDA applesauce grading manuals in order to evaluate and offer recommendations to improve the quality of the training materials that are used to train USDA inspectors. Utilizing an implementation evaluation, participants were given a questionnaire pertaining to the applesauce grading manual. The participants in the study determined that the overall applesauce grading manual was easy to navigate. However, some participants found the manual difficult to understand and needed some modifications. It was recommended that adding supplemental documents like color charts, and more specific measurements would make the manual more efficient. These changes could produce more efficient and confident inspectors.
Agriculture Workforce Stakeholders Highlight Importance of Durable Skills and Networks
Coartney, Jama S.; Kaufman, Eric K.; Nelson, Dalton; Westfall-Rudd, Donna M.; Seibel, Megan M.; Friedel, Curtis R.; White, Amy; Carmichael, Celeste J. (North American Colleges and Teachers of Agriculture, 2022-06-20)
As America’s workforce changes, so does the nature of the work and skills necessary for success. Employers are increasingly in need of a workforce that effectively engages in collaborative leadership. Educational opportunities, such as community college and two-year degree programs, need to include collaborative leadership learning experiences to help build workforce readiness. Debuting findings at NACTA 2019, APLU researchers identified 11 employability skills that were most important to stakeholders and had the largest gaps in terms of readiness. Indeed, the Christensen Institute recently identified “investing in durable skills and durable networks,” as one of the “5 Education Innovation Trends Worth Watching in 2022.”Also, America Succeeds (2021) reports on “The High Demand for Durable Skills.” Findings from three years of action research reveal insights on employability and durable skills for collaborative leadership. Expanding beyond four-year degree programs, project stakeholders include agriculture faculty from nine community colleges and one two-year degree program. These agricultural educators are bridging the gap by refreshing existing workforce development curricula to meet 21st century agricultural industry needs; they are designing, developing, and evaluating leadership curricula for technical and community colleges to prepare the agriculture workforce for effective leadership in an increasingly diverse environment. The study used a semi-structured protocol with two focus groups. Participants, affiliated with agricultural workforce preparation programs, surfaced six key themes: (1) Agreeing with APLU employability skills report, (2) Finding positive benefits in completing internships, (3) Strategizing to build problem-solving skills, (4) Addressing ‘soft skills” assessment challenges, (5) Prioritizing verbal communication skill enhancements, and (6) Learning how to accept faults and mistakes. The relevance of this topic in today’s climate cannot be understated. This action research approach, with stakeholders from multiple institutions, can serve as a model for expanding educational networks to exchange knowledge and share leadership curricula.
ALCE 3004 Module 1 Lesson
Layne, Logan; Westfall-Rudd, Donna M. (2023-04-19)
ALCE 3004 - Module 1 - Experiential Bridge Program (75-Minute Lesson) Learning Objectives: ● Apply the experiential learning model to past experiences ● Examine the criteria of an appropriate experience bridge program ● Identify an appropriate bridge experience from the SOC platform that satisfies the department and students’ criteria.
ALCE 3004 Module 1 Slides
Layne, Logan; Westfall-Rudd, Donna M. (2023-04-19)
ALCE 3004 Module 2 Lesson
Layne, Logan; Westfall-Rudd, Donna M. (2023-04-19)
ALCE 3004 - Module 2 - Experiential Bridge Program (75-Minute Lesson) Learning Objectives: ● Define research ● Differentiate between different types of research ● Identify research conducted by faculty members in ALCE ● Analyze a short scene using open coding ● Describe undergraduate research projects and opportunities
ALCE 3004 Module 2 Slides
Sunderman, Hannah M.; Layne, Logan; Westfall-Rudd, Donna M.; Drape, Tiffany (2023-04-19)
ALCE 3004 Module 3 Lesson Plan
Layne, Logan; Westfall-Rudd, Donna M. (2023-04-19)
Experiential Bridge Program ALCE Curriculum by Course ALCE 3004 - Module 3 - Experiential Bridge Program (75-Minute Lesson) Learning Objectives: ● Explain aspects of the 3900 management system and its importance ● Outline the phases of the bridge experience program that students will be exposed to for reporting requirements
ALCE 3004 Module 3 Slides
Layne, Logan; Westfall-Rudd, Donna M. (2023-04-19)
Learning Objectives Students will be able to: Explain aspects of the 3900 management system and its relevance to the Bridge Program Outline the phases of the bridge experience program that students will be exposed to for reporting requirements
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.
An Analysis of Influencing factors and logjams in the Existing Vegetable Value Chain in Waling, Nepal
Baral, Govinda R.; Friedel, Curtis R.; Alwang, Jeffrey R.; Westfall-Rudd, Donna M. (Virginia Tech, 2016-05-02)
Nepal is known for its three unique topographical regions: Mountain, Hill, and Terai. Since the Himalayan range is cold and damp and therefore unable to produce vegetables, most of the agricultural products such as vegetables, fruits, cereal crops, coffee, and tea are grown in Hilly and Terai regions. Waling, a city located in the hilly district of Syangja, has engaged in high production of vegetables. Its residents have embraced the production and marketing of vegetables as their main source of income generation. Despite the economic potentiality of vegetables, famers have been unsuccessful in garnering maximum benefits. The vegetable value chain, which ranges from conception to consumption, is affected by numerous factors that have generated obstacles in maximizing benefits and minimizing risks. Hence, the objective of this study was to analyze the influencing factors and log jams in the existing vegetable value chain through famers’ interviews, focus group discussion, and consultation with farmers’ groups, institutions, and individuals through phenomenological study. The study identified lack of effective technologies for packaging of grown vegetables, frequent price fluctuation, poor group management, and unavailability of quality seeds as the log jams of this value chain. In order to reduce and possibly eliminate these log jams, agricultural professionals should develop packaging methods using cardboard boxes and plastic carets that are readily available in the markets of major cities of Nepal, coordinate farmers and wholesalers during the product flowing process, and establish a cold store to preserve products and maintain quality.
Analyzing the Imposter Phenomenon Through Recruitment and Retention of Underrepresented Minorities in Agricultural and Natural Resource Related Fields: The Keys to Diversity and Inclusion
Lawrence, Courtney McIvor (Virginia Tech, 2021-12-06)
The recruitment and retention for underrepresented minority (URM) students in agriculture and natural resources have been minimal. The importance of elucidating the lack of representation of students of color and underrepresented minority (URM) students in these fields suggests that appropriate actions at the secondary school and collegiate level need consideration. According to Silas (2016, p.iii), "students of color are currently underrepresented in agricultural disciplines when examining the increasingly diverse make-up of the United States." Examining the recruitment and retention strategies institutions are currently implementing is critical because of the narrative of these particular fields in the treatment of students of color and URM students over time. Many students of color and URM students that are currently matriculating a degree or currently in a career in these respective areas have possibly experienced the imposter phenomenon and imposter syndrome. People may feel like an imposter regarding accomplishments they believe they do not deserve or questioning their ability to receive such accolades. When an individual inhibits these feelings, this is an example of the imposter phenomenon or imposter syndrome. The imposter phenomenon, first recognized by Clance and O'Toole (1988), is a motivational disposition in which persons who have achieved some level of success feel like fakes or imposters. Individuals likely experiencing these imposter feelings during a period were examined using a lens based on the Critical Race Theory (Bell; 1987, Crenshaw, 1989; Delagado andStefancic, 2012) and Racial Identity Development Theory (Helms, 1990; Helms, 1993). The phenomenological study examines the effects of IP/IS in URM graduate students in agricultural and natural resource-related majors and fields. This method focuses on the participants' lived experiences regarding this phenomenon. The study itself examined how URM graduate students dealt with these particular feelings in their respective environments and what solutions were suggested or needed. The researcher interviewed ten participants regarding their perceptions of diversity and inclusion in agriculture, natural resources, and STEM-related fields.
Bridging the Skills Gap-Digital Badges for Employability in Agriculture
Kaufman, Eric K.; Westfall-Rudd, Donna M. (2025-01-17)
The Agriculture Workforce Training for Collaborative Leadership (AWT4CL) project has created a digital learning badge system to help students develop and claim the durable skills needed for dynamic careers in agriculture. The AWT4CL digital learning badges are based on APLU employability skill areas: communication, decision-making, professionalism, and leadership. These areas, broken down into specific badges, develop essential skills that prepare learners for personal and professional success. Each badge in the series requires learners to meet specific learning outcomes through practical application and reflection. Each badge is earned through a two-part module involving both an interactive activity and a written reflection. The module is flexible, allowing instructors to adjust specific activities to meet the needs of their course or program while upholding the core badge objectives. In this workshop, participants will learn how to adopt badges into their courses and take home the resources to make it happen.
Building Durable Skills and Networks: Leadership Educators' Contributions to Workforce Readiness
Coartney, Jama S.; Kaufman, Eric K.; Westfall-Rudd, Donna M.; Seibel, Megan M.; Friedel, Curtis R.; White, Amy; Carmichael, Celeste (Association of Leadership Educators, 2022-06-26)
As America’s workforce changes, so does the nature of the work and skills necessary for success. Employers are increasingly in need of a workforce that effectively engages in collaborative leadership. Educational opportunities should include collaborative leadership learning experiences to help build workforce readiness. Findings from action research reveal insights on durable skills and networks for collaborative leadership. Agricultural educators are bridging the gap by refreshing existing workforce development curricula to meet 21st century agricultural industry needs. Taking an activity-oriented approach, Leadership-as-Practice may assist in providing additional understanding of leadership practices or phenomena (Raelin, 2011, 2020). The purpose of this project was to reveal ideal approaches to integrating collaborative leadership education into existing curricula. The study used a semi-structured protocol with two focus groups. Participants, affiliated with agricultural workforce preparation programs, surfaced six key themes: (1) Agreeing with APLU employability skills report, (2) Finding positive benefits in completing internships, (3) Strategizing to build problem-solving skills, (4) Addressing “soft skills” assessment challenges, (5) Prioritizing verbal communication skill enhancements, and (6) Learning how to accept faults and mistakes. This action research approach, with stakeholders from multiple institutions, can serve as a model for expanding educational networks to exchange knowledge and share leadership curricula.