Scholarly Works, Agricultural, Leadership, and Community Education
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- Agricultural Leadership DevelopmentKaufman, Eric K.; Carter, Hannah S. (Journal of Leadership Education, 2005-12-01)Agricultural leadership programs have been widely supported by both the public and private sector and have been praised for the “networking” they provide. However, is there any community benefit? Could these programs be doing more? This paper provides some insight into these issues by looking at contributions of the related research. First, a connection is made between social capital theory and the value of networking. Then, agricultural leadership programs are discussed in terms of benefits they provide to participants and the communities that they serve. Finally, an application component is proposed for use in agricultural leadership programs as a way of improving the effectiveness for the communities that support them.
- Local Farm Bureau Leadership Needs Assessment: A Qualitative StudyKaufman, Eric K.; Rudd, Rick D. (American Association for Agricultural Education, 2006-03-01)The purpose of this qualitative study was to determine the leadership expectations, needs, and interests of local Farm Bureau board members. Nine county boards were included in the study, with the chairperson and one other member being interviewed from each board. The focus of the interviews was identification of common leadership-related challenges and perceived development needs of the local Farm Bureau board. Four significant theme areas emerged: organizational appreciation, grassroots involvement, board member training, and board member succession. Within these areas, twelve consistent sub-themes surfaced and are discussed in this paper. Based on these results, the researchers recommended that Florida Farm Bureau: (1) maintain quality field staff as liaisons between the local and state levels; (2) encourage and support district-level leadership programs; (3) develop and facilitate “short courses” on Farm Bureau board governance; (4) design and coordinate new board member orientation programs; (5) expand recognition programs for local board involvement; and (6) continue research efforts that guide local leadership development. Other groups that desire improved local board leadership should consider research efforts similar to this study and the related research with Florida Farm Bureau.
- Rural Leadership DevelopmentKaufman, Eric K.; Rudd, Rick D. (Journal of Leadership Education, 2006-12-01)With millions of dollars being invested in adult rural leadership development, it is essential that research be conducted to determine the effectiveness of this investment. Such research can validate the investment and provide guidance for future programming. However, an extensive review of literature in Cambridge Scientific Abstracts yielded only 15 relevant research articles over a decade of publication. Among these articles, sub-topic areas identified included Partnerships, Political Shifts, Safety & Health, Gender Equity, Public Discourse, Statewide Program Impact, and Continuing Education. All of these areas lacked adequate saturation of research. The effectiveness of rural leadership development is severely threatened by this lack of published research. With increasingly limited resources, those engaged in rural leadership development programming must address significant deficiencies in the research and share findings for the betterment of all.
- The Journal of International Agricultural and Extension Education: A Ten Year LookEdgar, 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.
- Voter Confidence in the Agricultural IndustryKaufman, Eric K.; Israel, Glenn D.; Irani, Tracy A. (New Prairie Press, 2008-01)Social scientists tend to agree that public opinion influences public policy. As the agricultural industry faces increased scrutiny from public officials and citizen advocacy groups, agricultural communication professionals are faced with the challenge of targeting messages that encourage public confidence in the industry. Research-based marketing segmentation may hold the key to effective political marketing for the industry. While some consumer research has been conducted to better understand food purchasing decisions, more is needed to better understand public attitudes toward the larger agricultural industry and to better recognize any segmentation in public opinion. This study’s findings—drawn from the Agriculture Institute of Florida’s 2006 survey, the 2000 United States Census of Population and Housing, and the 2002 United States Department of Agriculture Census of Agriculture—may help guide future industry messages toward the public.
- Brain-based learning: A synthesis of researchBellah, Kimberly; Robinson, J. Shane; Kaufman, Eric K.; Akers, Cindy; Haase-Wittler, Penny; Martindale, Lynn (North American Colleges and Teachers of Agriculture, 2008-06-01)The purpose of this study was to synthesize research as it relates to brain-based learning and its relevance to the agricultural education profession. Through a comprehensive literature review, brainbased studies were analyzed to create a historical timeline of the discipline, investigate teaching principles, articulate relevance, and identify potential future implications for agricultural education. The holistic approach to learning in agricultural education programs presents a ripe environment for action research with brain-based learning practices. Professional development with agricultural educators may be needed to further encourage and support comprehensive studies that investigate the precepts of brain-based learning.
- “Kick the Bucket!” – An activity for enhancing leadership and learningHelms, Sarah Jo; Kaufman, Eric K. (Association of Leadership Educators, 2008-07-07)Presenters will share an easy-to-use activity for engaging participants in leadership theory and concepts. “Kick the Bucket!” offers application in a variety of settings. This session will highlight its use in college level leadership courses.
- Learning styles of farmers and others involved with the Maine Potato IndustryJohnson, Steven B.; Carter, Hannah S.; Kaufman, Eric K. (2008-08-01)The article reports on the learning preferences of Maine Potato Industry representatives. Using the Gregorc Mind Styles™ approach to examine learning styles, we categorized potato farmers, university/government employees, allied industry personnel, and others involved in the potato industry into four learning styles: Concrete Sequential, Concrete Random, Abstract Sequential, and Abstract Random. The plurality of potato farmers were Concrete Sequential, while the plurality of university/government employees and allied industry personnel were Abstract Random. The difference in learning styles of the deliverers and the recipients of the information can result in poor communication and a less than optimum learning environment. © by Extension Journal, Inc.
- Leadership Development for Local VolunteersKaufman, Eric K.; Carter, Hannah S.; Rudd, Rick D.; Moore, Donna (2008-12-01)Volunteer administrators recognize that development of volunteers is both an art and a science. This paper outlines a seven-step approach that was successfully applied when planning and implementing a professional development program for volunteers who serve in leadership roles with a grassroots, nonprofit organization in the USA. The steps are based upon principles of adult learning, known in the education field as " andragogy. " Accordingly, the steps draw connections to the Andragogy in Practice Model, outlining the process from the point of needs assessment through program evaluation. The implementation of the program was based on the theory that adult learning improves when the learners are engaged in all aspects of the planning and implementation of their learning experiences.
- A Semiotic Analysis of Biotechnology and Food Safety Photographs in Time, Newsweek, and US News & World ReportNorwood-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.
- Using Team-Based Learning to engage studentsKasperbauer, Holly; Kaufman, Eric K. (American Association for Agricultural Education, 2009-02-02)Student engagement and learning is continuing to be a topic of discussion for higher education. As learners become more diverse, instructors need to find new ways of engaging them in the classroom. This is especially difficult when class sizes limit the amount of personal interaction the instructor can have with each student. Several teaching methods can be used to increase student participation and learning, including small group activities. In support of these efforts, recent research suggests that the ability to work effectively in a team is a critical skill that employers are seeking in new employees (Robinson, Garton, & Vaughn, 2007). Team-based learning (TBL) is a special type of small group facilitation, which differs from cooperative learning or group activities. The strategy integrates a case study and applied learning approach throughout the entire semester, with student teams remaining intact for all of the small group discussions and assignments. The instructional strategy originated in the 1970’s to keep students engaged as class sizes increased. TBL has a history of successful integration in business courses and throughout nursing and medical school programs (Clark, Nguyen, Bray, & Levine, 2008; Nieder, Parmelee, Stolfi, & Hudes, 2004). However, many fields of study, including agricultural education, have been slow to adopt this approach.
- The impact of communication skills development on college students’ communication apprehensionRateau, Richard J.; Kaufman, Eric K. (American Association for Agricultural Education, 2009-02-02)The purpose of this study was to determine if college student participation in skills based public speaking class will decrease their communication apprehension (CA) and thereby increase their opportunities for employability and career success.
- Spotlight on Team-Based LearningKasperbauer, Holly; Kaufman, Eric K. (Association of Leadership Educators, 2009-07-14)Leadership educators are always looking for innovative teaching strategies to further engage students in the classroom. One approach, team-based learning, takes using groups and teams to a new level. This session will highlight the basics of the approach and how to integrate it into leadership courses.
- Expanding the boundaries of beginning farmer training and program development: A review of contemporary initiatives to cultivate a new generation of American farmersNiewolny, Kimberly L.; Lillard, Patrick T. (2010)Beginning farmer training and program development in United States is one of the most significant yet poorly understood areas of agriculture, food system, and community development research and practice. This article offers a review of the social context informing recent beginning farmer educational programming in order to shed light on its development, purpose, and future trajectory. We provide several illustrations of best practices to support our main point that adult agricultural education for beginning farmers is taking on new forms and patterns to support and sustain a new generation of famers. As such it is vitalizing new opportunities to generate and exchange information and knowledge for sustainable agriculture. While these examples appear promising, the article concludes with recommendations for researchers and practitioners to expand the boundaries of what constitutes meaningful education for beginning farmers who are interested in sustainable food system models and practices.
- Exploring the Promise of Team Based LearningKaufman, Eric K. (Center for Instructional Development and Educational Research, Virginia Tech, 2010-02-12)Team-Based Learning (TBL) is a special type of small group facilitation, which differs from cooperative learning or group activities. The TBL approach integrates case studies and applied learning throughout the entire semester, with student teams remaining intact for all of the small group discussions and assignments. Although each course has a different set of learning objectives with respect to content knowledge, the broader course objectives for TBL courses are consistent regardless of course topics.
- Lessons of Leadership and Professionalism: A Workshop Series with RotaractEdwards, Stephen; Kaufman, Eric K.; Genson, Jenna; Armbruster, Megan; Kuhn, Meghan; Smith, Jessica; Walz, Jerald H. (Association of Leadership Educators, 2010-06-21)Graduate students developed a leadership training curriculum for a leadership theory course. The group developed a leadership training program with the university’s Rotaract chapter. A series of workshops were implemented with the Rotaract chapter to provide leadership training. The workshops serve as a model for potential leadership development for other service-based organizations.
- Leadership Program Planning: Assessing the Needs and Interests of the Agricultural CommunityKaufman, Eric K.; Rateau, Richard J.; Ellis, Keyana C.; Kasperbauer, Holly Jo; Stacklin, Laura R. (Journal of Leadership Education, 2010-12-01)Needs assessment is the first step in developing a leadership education program. During the spring of 2008 researchers and program planners conducted focus groups sessions with representatives from Virginia’s agricultural community with the goal of assessing the leadership development interests and needs of that community. As one focus group participant shared, “I’ve had leadership programs all along… they didn’t use examples that were real in my world.” The findings of this qualitative study suggest that an agricultural leadership development program should focus on three areas: (a) knowledge of the changing industry; (b) relationship building across industry sectors; and, (c) practical, transferable skill development. The skill areas of interest include creative problem solving, political advocacy, and communication. These findings are similar to previous research on grassroots leadership development, yet they lead to important recommendations for further research and practice.
- The Contribution of Selected Instructional Methods Toward Graduate Student Understanding of Crisis CommunicationWitt, 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.
- Surveying agrifood stakeholders to identify priorities as part of a Virginia food system assessmentBenson, Matthew C.; Hightower, Lisa S.; Bendfeldt, Eric S.; Tyler-Mackey, Crystal; Niewolny, Kimberly L.; Groover, Gordon E. (2012)Throughout Virginia there are a multitude of social, environmental, and economic challenges facing farmers and communities. In 2010 and 2011, an interdisciplinary team of faculty, practitioners, and graduate students collaborated to address these challenges through the creation of the Virginia Farm to Table Plan. As part of the plan, the team completed a comprehensive food system assessment. Comprehensive food system assessments use qualitative and quantitative methodologies to analyze the systematic nature of a local, state, or regional food system to address the interactions of food with social, environmental, and economic concerns. The overall purpose of this article is to present the results of an online survey of Virginia agrifood system stakeholders that investigated their priorities for strengthening Virginia's local and regional food systems. A total of 1,134 Virginia respondents completed the online survey. Respondents were asked to rank 34 items in four major categories in terms of their level of importance for strengthening Virginia's food systems. Respondents rated increasing the "understanding by government officials of the economic, environmental, and social issues surrounding local food systems" as the most important priority among all of the items listed. The category with the most highly rated items was "food system planning, management, and policy." This survey provided key information for developing the Virginia Farm to Table Plan.
- Sustainable agriculture education and civic engagement: The significance of community-university partnerships in the new agricultural paradigmNiewolny, Kimberly L.; Grossman, Julie M.; Byker Shanks, Carmen; Helms, Jennifer L.; Clark, Susan F.; Cotton, Julie A.; Jacobsen, Krista L. (2012)Universities and colleges across the United States are making innovative strides in higher education programming to catalyze a more sustainable era of agriculture. This is clearly exemplified through the formation of community-university partnerships as critical illustrations of civic engagement (CE) for sustainable agriculture (SA) education. This paper explores the praxis of CE for SA education by focusing on the ways in which five land-grant universities (LGUs) with undergraduate programs in SA have developed and put into practice community-university partnerships. Drawing upon these programs and supportive literature, this article specifically attempts to describe the role and significance of CE for SA education, emerging community-university partnership models and their implications for prompting food and agriculture sustainability, and student learning and program assessment outcomes. We also reveal the many challenges and opportunities encountered by stakeholders involved in the creation and continuation of these programs and their subsequent coursework. Conclusions offer "real world" recommendations for other faculty, staff, student, and community stakeholders to implement and generate action-oriented scholarship for and with communities as a viable thread of SA education.