Masters Theses

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The Analysis of Food Recovery Organization Leadership: How Transformational and Servant Leaders Overcame a Time of Crisis
Nelson, Dalton Glenn (Virginia Tech, 2022-11-17)
The COVID-19 Pandemic exacerbated a multitude of systems in the United States in 2020 up to current day. The structure of non-profit organizations across the country weakened as demands escalated for free food resources with specific pressure placed on food banks and food recovery organizations. There were citizens who had not previously relied on free food services who found themselves in drive through pickups, waiting for pre-packaged food boxes or the occasional you-pick operation to feed their families and themselves. The increase in demand for free food services was reacted to by those leading and directing the free food distribution sites through a time of crisis. This qualitative study serves to analyze food recovery organization (FRO) leadership strategies and principles that guided their decision making and problem-solving skills in response to food shortages and supply chain issues. The merge of the eight pillars of transformational and servant leadership theory provided propositional pillars that were tested in practice through interviews with FRO leaders in Appalachia. The discovery of how these leadership strategies were enacted during a time of crisis will guide the development of a training curriculum for nonprofit leaders in the future.
"Care and authenticity is something that I was seeking": Mentoring experiences of African American undergraduate students studying agriculture at an 1862 Land Grant Institution
Harris, Kayla Michelle (Virginia Tech, 2019-07-01)
Studies show that mentoring has a significant impact on the educational successes of minority students and the development of their personal and professional identity within their particular field of study. Within these mentoring relationships an environment is created to where students feel comfortable to discuss their various personal concerns that impact their matriculation through their undergraduate experience in a variety of ways. The purpose of this study is to document the experiences of undergraduate African American students majoring in agriculture while enrolled at a predominately white land grant institutions and explore opportunities for using mentoring as a tool and factor in assisting these students in persisting towards their undergraduate degree at Virginia Tech. The foundation of the study was based on Bean and Eaton's Psychological Model of Retention and Rodgers and Summers' Revised model of retention for African American students at PWIs. Findings from this study were articulated by students conceptualization of mentors as a supportive guide in contrast to procedural advising relationships, additionally how students have experiences mentorship with mentors with a range of identities; student interactions within their colleges and departments as well as their both indirect and direct mentorship experiences; their support, interaction and connection to the African American community on campus during their undergraduate tenure; and how the university's bureaucratic structure has an impact on their experience as African American students.
Case study of perceived positive youth development inputs and outcomes in 4-H dog programs as identified by 4-H members, parents, leaders and agents
McGraw, Carolyn Marie (Virginia Tech, 2025-01-06)
There is a recognized need for additional research that produces empirical data on positive youth development (PYD) frameworks, as well as PYD impacts and roles amongst human-animal interactions (HAI) and youth. This study used inputs and outcomes from the 4-H Formula for Success to identify and describe components of the 4-H dog program within one state as case studies. Inputs included skill-building, meaningful leadership, and long-term relationships with caring adults. Outcomes included the 5 C's: caring, character, confidence, connection and competence. Three counties (cases) were identified, and participants were interviewed about their 4-H dog program experiences. 4-H youth, parents, volunteers and agents were included. A total of 19 interviews were transcribed and coded for themes that fit within the 4-H Formula for Success within the context of each case. Findings indicate a strong presence of inputs that are specific to dog programming, as well as some outcomes and emergent themes, including accessibility, motivation to join and COVID implications. Dog industry professionals greatly contributed to the skill-building and meaningful leadership opportunities for 4-H youth. Connection and Competence were the most frequently coded outcomes across the cases. Participants described the 4-H dog program as accessible due to cost, small size and simple housing requirements, compared to livestock or equine projects. A shared interest in dogs was the primary motivation to join 4-H dog clubs and led to strong connections or bonds between members. Limitations of this study are related to a low participant pool in one case, and recall accuracy and cognitive ability of 4-H youth to recognize and name their perceived outcomes. Recommendations for practice are included for 4-H agents and 4-H volunteers to start, promote or strengthen 4-H dog programs in any location by being intentional when recruiting 4-H volunteers, and planning educational programming. This program can be promoted as more accessible compared to large animal science 4-H programs such as livestock or equine based on data provided by participants in all three cases within diverse contexts. There are several recommendations for further research beyond this study including a longitudinal continuation of this model, replicating this study in other states to examine other 4-H dog programs, or replicating this study for other 4-H program areas.
Exploring the Process of Designing an Effective Post-Secondary Curriculum in Preparing Agricultural Education Graduates for the Nigerian Workforce
Ajao, Helen Omotayo (Virginia Tech, 2019-06-21)
The problem of the ineffective curriculum has been identified as one of the major challenges facing the field of Agricultural Education in Africa. Moreover, Nigerian institutions have not adopted the multidisciplinary approach to curriculum, which accommodates various skill wanted in the industry such as information, communication, and entrepreneurial skills. Also, the number of corporate jobs available pales in comparison to the number of graduates applying for such jobs, as opposed to Western countries where there is an abundance of corporate jobs. This challenge, therefore, necessitates a change of approach. However, to propose a change of curriculum, there is a need to conduct empirical research that explores the current curriculum used in higher education, and its effectiveness for preparing graduates for the workforce. The purpose of this study was to explore the process of designing the current curriculum of all the courses that are being taught by professors in the Department of Agricultural Administration at the Federal University of Agriculture, Abeokuta in Nigeria; and determine whether the curriculum aligns with the needs of the industry. The theoretical framework guiding this study is the program planning theory. This study used a phenomenological inquiry into the professors conscientious meaning experience and that of the alumni in the department. A purposive sampling method to select participants since the study relied on individuals who are close to the phenomenon. The sample comprised of nine participants (N=9), which include four professors and five alumni. Data was collected using a standardized open-ended questionnaire. Results indicated four themes from the data analysis: 1) Background information about the department; 2) Professors' role in the development of the curriculum; 3) Process involved in designing the curriculum, and 4) Considerations for designing the curriculum. The result of this study enabled us to make recommendations to help improve the department's curriculum.
Good practices of alumni relations professionals leading engagement programs and volunteers in colleges of agriculture at land-grant institutions
Cowell-Lucero, Jamie Lynn (Virginia Tech, 2021-06-30)
With each new cohort of directors entering the field of alumni relations in agriculture, a pattern emerges. They often are not adequately prepared to assume the responsibilities of the position. There is a perception that attention to detail and event planning skills are sufficient qualifications to manage an alumni volunteer program successfully. Managing the people and activities involved with the programs in the ever-growing field of alumni relations requires much more than event planning know-how. Implementing impactful alumni engagement programs requires knowledge of leading and managing programs, budgets, and people, specifically volunteers. Alumni engagement involves extensive communication skills and, depending on the institution, knowledge of board organization procedures. As we all strive to advance agriculture, we must put in place qualified individuals to engage our alumni and stakeholders, specifically volunteers. Are there programs in place to provide training for the candidates selected? Are resources readily available that provide good practices for these individuals to follow as they build their alumni volunteer programs? Although there is a demand for more rigorous and sophisticated professional practice, there continues to be a gap between research and practice in the field of volunteer administration (Seel, 2013). Resources available for volunteer managers are often how-to manuals with practical suggestions and approaches (Fisher and Cole, 1993). Associations such as the Council for Advancement and Support of Education (CASE), the National Agricultural Alumni and Development Association (NAADA), and BoardSource® provide opportunities for networking with colleagues through conferences and online resources. Still, these are often costly and fragmented with regard to the presentation of content. The purpose of the study was to examine how alumni relations professionals are prepared to carry out their roles and responsibilities as administrators of alumni engagement programs and volunteers in colleges of agriculture at land-grant institutions. The study sought to describe good practices for support, training, communication, and volunteer management that can be utilized by new members of the field and seasoned veterans alike. Thirteen current alumni relations professionals in agriculture at land-grant institutions who are members of NAADA were interviewed. Job descriptions were reviewed prior to each interview. Interviews were transcribed by TranscribeMe, Inc., analyzed using a form of whole text analysis with open coding. Common codes were merged to develop the themes. Research Questions 1. How do alumni directors administer alumni engagement programs and associated volunteers? 2. What skills should alumni directors bring to their positions upon employment? 3. How do alumni directors identify individuals or groups to connect to in order to accomplish their goals? 4. How do alumni directors identify and implement communications strategies to make successful connections to use with individuals and/or groups? 5. How do alumni directors continue to improve their skills and knowledge to meet their job expectations related to administering alumni engagement programs and associated volunteers? Through a thematic analysis of the data, the following themes emerged: management of volunteer boards; management of general volunteers; perceptions of alumni directors; engagement with alumni, faculty, and students through events and programs; partnerships with university-level advancement and college leadership; communications tools; and professional development. Overall, the findings were not surprising other than lack of knowledge of volunteer management models or prior experience in volunteer management. Participants who had the support of leadership, who arrived to their positions with at least some background working with volunteers, and those who were willing to try new tactics to engage volunteers set an outstanding example of how success is possible in the role of an alumni director. Communications is a powerful tool for all alumni directors but can also be a significant challenge. Participants who expanded their definition of "volunteer" beyond alumni to include faculty, staff, and students appeared to have better-developed strategies to engage, empower, and lead individuals. Participants who partnered with colleagues in academic programs were better positioned to engage students in programming, find student volunteers and interns to assist in their efforts, and create and maintain stronger connections as they become young alumni. Seven key good practices can be elevated from the data: 1. Familiarize with volunteer management models to understand how and why people are motivated to volunteer and develop skillsets and tactics to recruit, train, retain, and recognize volunteers 2. Empower volunteers to develop their own mission and goals, strategize their plan of work, and lead the execution of their programs and organization 3. Expand the definition of "volunteer" 4. Build collaborative partnerships across the team, college and university 5. Develop innovative approaches and partnerships to engage students 6. Expand professional development resources 7. Advocate for yourself and your program After interviewing thirteen alumni relations professionals, it was clear that those land-grant institutions have passionate, volunteer-centric professionals who diligently work every day towards the mission and goals of the colleges they serve. But there is much work to be done to create an environment that is more supportive of them. Efforts should be made to help college and university leadership better understand the qualifications required for alumni relations positions, elevate alumni engagement and volunteers' impact, and provide more targeted professional development opportunities.
The Impact of Women Health Issues on Agricultural Production in Fondwa
Beauvais, Junior (Virginia Tech, 2018-06-26)
Agriculture is the backbone of the Haitian economy and provides employment 80% employment to the Haitian population (Lundahl, 1992). Also 85% of people in rural areas generate money from agricultural activities (IFAD, 2008). In the rural areas, men and women participate in agricultural production. However, the women play a vital role in the whole process starting from land preparation to crop sale (Gaspard, 2013). The Haitian women, despite of their function in crop productions (Dor, 2016), face different health issues, which have influence over Haitian agricultural system. Therefore, the research purposed was to investigate the impact of women heath issues on agricultural production Fondwa. A qualitative case study was used to investigate ten women farmers in the community of Fondwa, which is a small farming area in southwest part of Haiti. An interview questionnaire was used for data collection. Findings of the study showed that the women's contribution to farming is vital for promoting agricultural production, and they face different health issues that are linked to the environment and water pollution. Lastly, the women health problems influence agricultural production in the Fondwa area by preventing them from doing their daily agricultural activities, which have a direct impact over family and country's income.
Increasing Program Effectiveness Through use of Principles of Andragogy in Tennessee Beef Quality Assurance Programs
McCormick, Lisa Ellis (Virginia Tech, 2023-07-07)
Tennessee Beef Quality Assurance (BQA) programs teach beef producers the importance of quality within beef industries. BQA programs assure consumers of the quality and safety of supplied beef, as well as the environmental orientation of farm production practices (Tsakiridis et al., 2021). Any active BQA certificate holder in Tennessee can apply for the Tennessee Agricultural Enhancement Program (TAEP). TAEP significantly benefits both farmers and the economy. The TAEP is a cost-share system funding over $106 million dollars funding over thirty-seven thousand programs in the agricultural community statewide (Farm Bureau, Tennessee 2019 Resolutions, 2019). The cost-share program aids farmers to begin projects that could not have been financially feasible if the cost-share program was not available (Menard et al., 2019). The BQA program is an educational program taught as Cooperative Extensions efforts. The program aims to predominately adult beef cattle producers. Andragogy, also known as adult learning theory, was created by Malcolm Knowles to effectively teach adults. In this study, qualitative methods and quantitative methods were used to accurately identify how andragogy is being used in Tennessee BQA programs. The results showed Extension agents followed the seven-step andragogical design process and showed that BQA participants have the six andragogical principles. Recommendations for future research were identified to adapt the Andragogy in practice inventory for instructors, conduct a research study that addresses counties with smaller participation, and conduct studies with county agents in early career stages. Recommendations for the Tennessee BQA program are to have trainings for Extension agents around the andragogical process and to reevaluate the requirement for additional programs.
Indigestion or Thriving Metabolism? People of Color-owned Restaurants Digesting Sustainability
Young, Carmen D. (Virginia Tech, 2020-09-18)
This study explores people of color-owned (POC) restaurants under the governance of Washington, DC (DC) who provide community programming. Since 2009 ‘sustainable’ legislative changes have affecting DC’s food industry, causing a change in operational costs and allowable materials to serve food. DC government’s acknowledgment of racial has informed its urban plan: racial equity is embedded throughout the approach to further develop the city. With documented barriers to success experienced by racial minority business owners and the potential for upcoming legislation to place additional constraints on restaurants, it warrants investigation to see what POC owners are doing in community programming and their experiences concerning recent urban policy which has affected DC’s food industry. A pragmatist approach complemented with Nadler & Tushman’s theory of organizational behavior and McMichael’s theory of contested development informed a content analysis and a case study design; the latter which employed observations and semi-structured interviews to gain insight on participants’ experiences. 19 POC-owned restaurants fit the study’s criteria: 12 displayed community programming within the scope of DC’s sustainability plan; 17 displayed community programming outside of the scope. The case study demonstrates the significance of businesses ownership of POC in DC, reflected contested development theory, and offered insights on how DC’s urban plan is understood by the staff of one restaurant. This work may inform practice to analyze the effects of environmental-focused policy on POC and equity goals, particularly within DC. Recommendations for future research, theory, and practice within equitable urban planning are included.
Municipal Level Food Systems Planning for the Impacts of Climate Change
Owen, Kasey Marie (Virginia Tech, 2023-09-06)
Climate change poses significant risks to the food system, directly impacting food security and disproportionately affecting vulnerable populations. This study examines the critical role of local municipalities in planning for the effects of climate change on food systems through the case of the New River Valley, located in Southwestern Virginia. This study utilizes a qualitative participatory research design, including semi-structured interviews and focus groups with both food system and municipality stakeholders in the New River Valley region. Guided by Stroh's Systemic Change Process, the study seeks to advance climate adaptation planning in the region through the implementation of the first stage of the process, called "building a foundation for change." This stage involves identifying key stakeholders, getting them involved in the process, and establishing common ground. Through facilitation, stakeholders build capacity for systems thinking with a focus on collaboration. The findings of this study will inform the ongoing efforts of the Blacksburg Sustainability Department in planning for climate change transformation at a local level. This research is significant in that it addresses the gap in the literature around how municipalities are planning for climate resiliency in the food system, provides insight into the use of interviews and focus groups to bridge the creative tension gap in collaborative problem-solving through a systems thinking approach, and informs policy decisions made by local government. This study's findings have the potential to inform community-engaged efforts to plan for climate change while envisioning a more resilient and fair food system.
A Qualitative Exploration of the Influence of Leadership on the Success and Failure of Farmers Markets in Virginia
Coartney, Jama S. (Virginia Tech, 2021-09-20)
Farmers markets play an important role within the local food system and the short food supply chain (SFSC); they promote economic development by connecting vendors, people, and community. While the number of farmers markets has increased dramatically since 1994, many markets fail, and it is unclear why. Little is known about the influence of leadership practices on the success and decline of farmers markets. This qualitative case study explored the influences of farmers market leadership and asked the question: How does leadership influence factors contributing to success and failure of farmers markets? The first objective explored patterns and trends contributing to the success and failure of farmers markets. The second objective analyzed farmers markets through the lens of leadership. The study explored findings through application of Jackson et al.'s (2018) Leadership Hexad, developed to help examine leadership within social enterprises. Adaptive leadership (Heifetz et al., 2009) and good-to-great leadership principles (Collins, 2011) provided additional depth and connections to multiple leadership perspectives. The study may be of interest to people involved in leading and working with social enterprises, such as farmers markets. Findings revealed surging operational changes, strong support of the short food supply chain (SFSC), and the need for stabilizing forces, such as a stable location and municipal support. The six lenses of Jackson et al.'s Leadership Hexad—person, position, process, performance, place, and purpose—generated additional findings. Topics include the influences of vendors, champions, and partnerships; the role of managers in supporting the community and entrepreneurship; the ambiguity of ownership when referring to farmers markets; planning for succession; surviving the startup phase; professionalizing farmers market management; co-constructing leadership with the community and vendors; evolving the purpose; and leveraging the purpose of farmers markets within the local food system. The recommendations for future practice include a professional development leadership pipeline oriented to actors in social enterprises, especially farmers markets.
Reframing AgriCULTURAL Experiences, Narratives, and Careers for African American Youth: A Study of Community-based Programs Leaders' Motivations and Educational Space
Brown, Arogeanae Ronterria Dinita (Virginia Tech, 2018-08-03)
To uncover experiences specific to African Americans youth in agricultural and STEM (science, technology, engineering, mathematics) career explorations and to understand why African Americans are missing from agriculture and STEM, a systematic literature review and empirical study were conducted. Literature covering the current and past African American perceptions of agriculture and STEM discipline, and narratives and experiences of African Americans in agriculture, were reviewed to explain their influences on African American youth perceptions and interest to pursue careers in agriculture and STEM. However, literature also explained the role of agricultural programs in STEM and agricultural literacy. In one paper, Social Cognitive Career Theory was used to frame the career interest development process of the individual learner to reference African American Youth. This review captured African American's negative connotations of agricultural and STEM despite the knowledge and work African Americans have contributed to Agriculture and STEM since the formation of America. In addition, to address how to deter the negative connotations youth have, an empirical study was performed interviewing eight program leaders of community-based organizations that are engaging African American youth in agricultural and STEM education. Program leaders described their motivations and purpose as an act of service to the youth and the community as a way to provide youth with opportunities or capital as described by Bourdieu.
The Relationship between Motivation and Evaluation Capacity in Community-based Organizations
Sen, Anuradha (Virginia Tech, 2019-06-11)
Community-based organizations increasingly face the need to systematically gather and provide data, information, and insights on the quality of their services and performances to governments, donors, and funding agencies. To meet these demands, community-based organizations have identified the need to build their own evaluation capacity. Increasing the evaluation capacity of an organization requires evaluation capacity building at an individual level, which might be affected by other factors like employee work motivation. This quantitative study uncovers the relationship between employee work motivation and individual evaluation capacity using the Multidimensional Work Motivation Scale and the Evaluation Capacity Assessment Instrument. I found that employees with higher intrinsic motivation have higher evaluation capacity, whereas, those with higher amotivation have lower evaluation capacity. Apart from that, this study also investigates the relationships motivation - evaluative thinking, and evaluation capacity - evaluative thinking, finding that individual evaluation capacity and evaluative thinking are closely related. This study elucidates the link between employee motivation, evaluation capacity, and evaluative thinking, which will not only benefit the organizations to better their practice of evaluation, but also help the employees to make progress in their career paths.
The Role of the Farmacy Garden as a Site for Transformative Learning for Sustainability
McGonagle, Maureen Quinn (Virginia Tech, 2020-06-03)
The neoliberal political economy guiding our present food system has contributed to our present unsustainable situation, characterized by wicked problems such as environmental degradation, food insecurity and diet-related illness. Our current condition demands a new conception of sustainability to guide creative and counter-hegemonic interventions that can supplant the dominant oppressive structures and processes presently characterizing development efforts. While community gardens have been recognized as common grounds for food systems transformation, research has largely missed this opportunity for exploration. Drawing from the planetary and emancipatory frameworks of transformative learning, and a conception of sustainability rooted in life values, counter-hegemony, and social justice, this case study explores how a collective community garden is a critical pedagogy space for stakeholders to change their own reality within their food system. Using narrative inquiry as a methodology, I conducted semi-structured interviews with garden stakeholders (n=12). The lived experiences of study participants revealed the transformative potential of the Farmacy Garden rooted in the community food security movement. As a space that inspires critical consciousness for humanization, study participants deepened their awareness of new choices and possibilities in their food system rooted in life values. As a space that inspires social action for community economies, the Farmacy Garden promoted transactions rooted in reciprocity and gift-based exchange. Through critical hope and creative imagination for integral development, study participants are envisioning and exploring alternatives that can guide us in the challenging and contradictory work of "making new worlds" (Gibson-Graham, 2008, p. 628).
Seeds That We Keep: Grounding Seedkeeping Praxis for Growing Black Food Futures in the Mid-Atlantic
Madden, Justice Makynzee (Virginia Tech, 2024-12-03)
Reform within food justice initiatives calls for emergent strategies and practices that align with pursuits of justice, health equity, ecological sustainability, and collective social change. Examining historical and contemporary Black geographies of the Mid-Atlantic region of the United States offers valuable lessons on what grows and thrives in opposition to plantation logic. As both material and immaterial representations of the genesis of life, seeds serve as catalysts for understanding stories of praxis, where seedkeeping traditions and contemporary experiences radically reimagine and contest the imposition of colonial legacies. Theoretically grounded in Black feminist futurities, this research illuminated the relationship between radical tradition and radical imagination to understand the complex landscapes of Black liberation through stories of past, present, and future relationships to seeds. The everyday stories from Black seedkeepers articulate visions for equitable food systems and provide specific insights into how a seedkeeping praxis manifests and forms of community cultural wealth and self-determination that challenge the ongoing commodification of seeds. Focusing on the Virginia, Maryland, and Washington, D.C. where these geographies are deeply shaped by colonial sites with legacies of slavery, land theft, and a genesis of American agriculture that created the foundation for global capitalism, this project delved into the narratives of 17 Black seedkeepers from. By engaging with seedkeepers' memories and motivations this inquiry also lays the foundation for understanding how narratives articulate collective hopes for food sovereignty through seeds.
STEM education in Virginia 4-H: A qualitative exploration of engineering understandings in 4-H STEM educators
Corkins, Chelsea Rose (Virginia Tech, 2019-07-12)
Science, Technology, Engineering, and Mathematics (STEM) education is spurred by an economic and social need for cross-discipline understanding of complex, worldwide problems, made through intentional connections between two or more STEM subject areas. In order for educators to articulate these connections, research suggests they must have a firm understanding of the individual disciplines through both content and pedagogical approaches. In 2007, as a leader in non-formal STEM education, 4-H made a specific commitment to improve STEM literacy in America's youth by forming the 4-H Science mission mandate, therefore increasing its STEM programming. This qualitative study examined how 4-H educators come to understand STEM and engineering concepts and utilizations, and whether their backgrounds influence their verbalization or expectations of engineering. Narrative themes emerged that help determine how engineering is currently and can continue to be more clearly and consistently articulated and connected within 4-H programming. Themes included 1) a lack of direct connection or understanding of engineering characteristics to 4-H programs, 2) familiarity with and ability to apply engineering characteristics to the Do Reflect Apply model, and 3) the importance of volunteers as STEM and engineering educators within 4-H programming. Strategies for professional development emphasizing engineering understandings, learning outcomes, and broad applications were discovered. Professional development should consider the effects of engineering and STEM self-efficacy, as well as professional identity development. Additionally, it utilize approaches such as the Do Reflect Apply model, and reflect on the learning objectives 4-H educators strive to achieve during STEM programming in conjunction with life-skills.
Towards culturally relevant 4-H agriculture programming for urban youth: Identifying potential design principles and outcomes
Wilson, Jordan Latrice (Virginia Tech, 2022-02-11)
Historical context of African Americans within agriculture has produced negative perceptions of agriculture within African American populations today. Furthermore, many minority youth who reside in urban areas are disconnected from agriculture because of lack of access, limiting contact to food production systems to consumption. In rural areas that are dedicated to agriculture and farming, youth can witness agricultural principles daily and many of them have lived experiences with agriculture. Non-formal educational programming such as 4-H is beneficial for exposing and including urban youth into agricultural educational programming. 4-H programs can connect with schools, after school programs and other youth organizations in urban areas to reach youth but the needs of this audience must be attended to. The purpose of this qualitative study was to understand design principles that can be beneficial in increasing urban youth participation in 4-H agricultural programming while also utilizing culturally relevant pedagogy facets within 4-H programming. Seven 4-H agents were interviewed with individual and focus group interviews. Descriptive coding, in-vivo coding, and value coding methods were utilized during first cycle coding. Literature from Gloria Ladson-Billing's theory of culturally relevant pedagogy (CRP) was utilized to frame the research questions, a priori table, and interview guides in the study. Findings from the study indicated that CRP facets were emerging in 4-H programming and within 4-H agents. Although, CRP facets are emergent, design principles for 4-H programs must be developed to ensure issues such as equity, diversity, and inclusion is represented throughout all 4-H programs.
Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors
Steger, Daniel George (Virginia Tech, 2018-12-21)
Integrated STEM education and Universal Design for Learning (UDL) have been often theorized as compatible. However, there has been little research done to understand how UDL is used in real-world integrated STEM classrooms. Our study aimed to understand how current practicing educators in integrated STEM classrooms combine these teaching methodologies. This was done through a combination of interviews and document analysis of lesson plans, and supplementary information. To evaluate what elements of UDL were used in the documents, researchers developed a UDL codebook based off of the 31 checkpoints in the Center for Applied Special Technology (CAST) UDL guidelines. The goal of the study was to understand how the adoption of UDL could spread across all integrated STEM educators. Therefore, our study viewed the use of UDL in an integrated STEM classroom as an 'innovation' and analyzed our results through Diffusion of Innovation theory. Specifically looking to providing understanding to the 'innovation' through Rogers 5 Attributes of innovations. The study found that all except two UDL checkpoints were proved to be compatible within integrated STEM classrooms, and were categories developed to explain how the participant achieved these checkpoints. The findings also show that not all UDL checkpoints occur at the same frequency. Through Diffusion of Innovation theory, our study showed that Integrated STEM educators believe that UDL is automatically adopted by educators using Integrated STEM teaching methodologies. They expressed problems associated with implementing some UDL checkpoints, and providing overall themes of complexity when implement UDL in an Integrated STEM classroom.
Using Hip Hop to Explore Minority Youths' Critical Consciousness of the Food System
Rowell, Jacob Ramone (Virginia Tech, 2020-06-03)
Historical contexts of trauma have created a complex relationship with African Americans and farming. Further, the lack of urban participation within the food system has resulted in little knowledge of how food is produced or understanding of environmental impacts of food and fiber production. The only participation has been the consumption of food. This study indicated the importance of exposing normalized food system inequalities and fostering critical consciousness to challenge systems of oppression. Further, this study alludes to returning to the food system and reimagining taking control of the food system through a reconnection to the land as a form of resistance, protest, and liberation from oppressive systems. The school system is failing to teach about the inequalities of the food system and how youth can participate in the food system. To address disparities in education, education should be more relevant to the student population. In order to make progress toward connecting the food system and urban minority youth, new methods should be implemented to engage and connect. After-school and non-formal spaces are innovative educational opportunities to address these problems. This study was guided by critical pedagogy that challenges the current social order and culturally relevant pedagogy's cultural relevance. To break away from the oppressive banking system, students must acquire a critical awareness of the systems of oppression and confront reality critically by recognizing its causes, which will require breaking away from oppressive guidelines and the freedom of autonomy and responsibility. To assess minority youth conceptions of the food system through a hip-hop based learning curriculum, the researcher selected a group of seven students from an after-school program in Roanoke, Virginia, to participate in the workshop. The qualitative case study consisted of one workshop a week for two weeks, followed by an initial focus group. Two workshop groups were conducted after and were followed by a concluding focus group. Data sources included researcher field notes and focus group transcripts. Transcripts were analyzed using two cycles with field notes utilized for triangulation of findings. In the first coding cycle, descriptive coding paired with emotion coding was used. The second cycle of coding consisted of axial coding and then codes were consolidated by matching like codes grouped by similar categories. Finally, the researcher developed themes based on the research literature, research questions, and conceptual framework. Findings of this study include the importance of exposing normalized food system inequalities and fostering critical consciousness to challenge systems of oppression. Further, this study expressed that youth are engaged in hip-hop culture and creating culturally relevant spaces for youth allows for participation and connection that other after-school programs cannot provide. Participants presented a change in conception and developed an emerging critical viewpoint to the once-normalized systems of food access. Lastly, participants expressed interest in developing the local community and improving healthy food access.

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Browsing Masters Theses by Department "Agricultural, Leadership, and Community Education"

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