ETDs: Virginia Tech Electronic Theses and Dissertations

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https://hdl.handle.net/10919/5534

Virginia Tech has been a world leader in electronic theses and dissertation initiatives for more than 20 years. On January 1, 1997, Virginia Tech was the first university to require electronic submission of theses and dissertations (ETDs). Ever since then, Virginia Tech graduate students have been able to prepare, submit, review, and publish their theses and dissertations online and to append digital media such as images, data, audio, and video.

University Libraries staff are currently digitizing thousands of pre-1997 theses and dissertations and loading them into VTechWorks. Most of these theses and dissertations are fully available to the public, but we will, in general, honor requests by the item's author to restrict access to Virginia Tech only. See our process for Requesting that Material be Amended or Removed.

To search all Virginia Tech print and digital theses and dissertations, use the University Libraries ETD resource guide.

Materials that are restricted to Virginia Tech only may be requested via your own university or public library's Interlibrary Loan program or through the VTechWorks request form that appears when you try to access the item. You might also be able to obtain a copy of the work through ProQuest's database of theses and dissertations. If you are on a Virginia Tech campus but are unable to find the pre-1997 thesis or dissertation you are seeking in VTechWorks, you may also be able to order a physical copy from library storage. Please check the library catalog at http://www.lib.vt.edu/ for physical copies.

The guidelines that apply to Virginia Tech's graduate students as ETD authors can be found at http://guides.lib.vt.edu/ETDguide.

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Now showing 1 - 20 of 44

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.
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.
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.
"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.
A Case Study of an Agricultural Teacher's Planned Behavior When Working With Students With Special Needs
Greaud, Michelle L. (Virginia Tech, 2021-07-29)
Students with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.
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.
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.
The Collective Agency of Black Farmer Organizers in Virginia Advocating for Racial Justice in the Food System
Nunoo, Nicole Isabella (Virginia Tech, 2023-08-29)
Movements for food sovereignty are socio-political efforts to build collective power and agency. This study builds on the work of Monica White and utilizes a Collective Agency Theory (CAT) lens in exploring the role of Black farmer organizers and their cross-sectoral relationships as they re-imagine the food system as pathways for liberation, self-determination, and food sovereignty. An interpretive phenomenology was used to critically explore and understand the experiences of 41 Black farmer organizers who are actively organizing in both urban and rural spaces toward food sovereignty in Virginia. Twenty-one semi-structured interviews and two focus group interviews with 20 participants were conducted. The data were coded and analyzed, incorporating Creswell's (2009) and Heidegger's (1962) thematic approach. The findings revealed that Black farmer organizers were strategically collaborating with both non-Black and Black farmer organizers, with a focus on building collective power and agency within historically marginalized communities affected by settler colonialism, White supremacy, and plantation-style agriculture. Their organizing efforts were driven by the goal of challenging systemic inequities and cultivating self-sustaining communities rooted in cultural heritage and food sovereignty. By doing so, they aimed to foster a more just, equitable, and sustainable food system that celebrated diversity, empowered communities and embodied the principles of food sovereignty. Embracing food sovereignty played a pivotal role in their efforts, leading to a reimagining of agricultural autonomy. To challenge and disrupt the inequities within the food system, they advocated for land reform, policy changes, and community-led initiatives that promoted self-determination. As a socio-political endeavor, their organizing efforts hold immense potential in fostering positive change and shaping a more inclusive and equitable food system. Empirically, the study contributes to the food systems discourse and highlights Black-led grassroots food systems organizers as central change agents. It also contributes to food systems practice by offering valuable insights for practitioners to inform their own approaches.
Development of Agriculture value chains as an asset for the sustainable development and food security: the case of the improvement of agricultural technical and vocational education in Senegal
Kane, Ousmane (Virginia Tech, 2021-07-29)
The growth of a country depends on the improvement of its human resources. The TVET (Technical and Vocational Education and Training) system intends primarily to advance personal support and resources. Throughout education, people can build their knowledge, understanding, and skills to find a job. The TVET in Agriculture (ATVET) curriculum plays an essential role in designing interventions to deliver quality education, helping people increase productivity in the various agriculture sectors of economic activities, value chains, and associated occupations. The purpose of this research is to investigate what is necessisary to improve the agriculture technical and vocational education programs in Senegal by focusing on pedagogy and teaching strategies. Participants represented different ranges of teaching experience from five to more than ten years. The lead researcher interviewed two school directors and ten ATVET teachers. The interviews were semi-structured and were last from 30 minutes to one hour in Diourbel and Thies, Senegal. The researchers developed an interview protocol regarding the ATVET programs, implementation issues, and job market trends. The results showed that participants had various years of professional experience in the ATVET system and academic levels. All participants are well experienced and knowledgeable about working in strenuous physical and instructional conditions. The lack of infrastructure, equipment, and class facilities appears in the findings as significant problems. The deterioration of the resources such as human, material, financial and organizational influences the expected teaching outcomes because of insufficient and inadequate teaching and learning methods. Thereby, all authorities must consider the requirements and expectations of the the competency-based (CBA) program within the sustainability of the infrastructure, the learning environment, and the efficiency of maintenance to improve the technical context to guarantee practical and efficient administration of technological, environmental, and human resources.
The Ecotonal Nature of Community Food Work: A Case Study of Trauma-Informed Care and Agential Change Space
Bendfeldt, Eric S. (Virginia Tech, 2023-03-20)
Communities of color in particular have experienced a traumatic history of structural violence, interpersonal racism, segregation, and oppression. The unjust history of structural violence and the deleterious treatment of people and cultures in the U.S., that in part stems from neoliberal policies and rationality, continues to plague communities and people within the food system. Many people and communities are working to actualize the social-ethical ideal of a non-violent 'beloved community' to counter this unjust history and expand the boundaries of what is possible for individuals and society. Historical and systemic injustices ramify the adverse experiences and trauma affecting vulnerable people's lives. The effects and pervasiveness of individual and collective trauma at a global scale has highlighted a serious need for broader-scale awareness and adoption of a trauma-informed care approach by community food work organizations, practitioners, and social change leaders. A trauma-informed care approach was developed as a health care framework based on the importance of adverse childhood events to poor distal health and mental health outcomes. Without a deeper understanding of how extensive the collective impact of such trauma and injustice is on people and the food system; community food work researchers and practitioners may reify uninformed responses that result in continued trauma and injustice. However, there are few examples of community food work organizations using a trauma-informed care approach as an organizational change process to promote community transformation and resilience. This research examined and specifically analyzed how a community food work organization that is engaged in mutual aid and social-ecological activism embodies trauma-informed care; engenders an agential change space; and grapples with the aspirations and tensions of being an organization seeking to ameliorate the effects of anthropogenic trauma and expand the boundaries of what is possible individually and collectively. A narrative inquiry methodology was used to critically explore and study the perceptions and thoughts of 17 study participants of how a trauma-informed approach to care is embodied and agential change space provided as mutual aid and community food work. The seventeen study participants' narratives were coded and analyzed using the Principles of a Trauma-Informed Care Framework defined by SAMHSA (2014), Bowen and Murshid (2016), and Hecht et al (2018). The narrative inquiry of seventeen narratives demonstrated that an integrated trauma-informed care approach as an organizational change process is essential to the formation of agential change space and has wide-reaching applicability to mutual aid efforts and community food work pedagogy and praxis, especially as organizations and practitioners confront ongoing systemic trauma and injustices that have resulted from structural violence and continue to persist due to the dominant hegemonic neoliberal framing that exists in relation to race, gender, and socioeconomic class.
Evaluation Capacity Building (ECB) as a Vehicle for Social Transformation: Conceptualizing Transformative ECB and Kaleidoscopic Thinking
Cook, Natalie E. (Virginia Tech, 2020-02-18)
Program evaluation has become an increasingly urgent task for organizations, agencies, and initiatives that have the obligation or motivation to measure program outcomes, demonstrate impact, improve programming, tell their program story, and justify new or continued funding. Evaluation capacity building (ECB) is an important endeavor not only to empower program staff to understand, describe, and improve their programs, but also to enable programs to effectively manage limited resources. Accountability is important as public funds for social programs continue to dwindle and program administrators must do their best to fulfill their program missions in ethical, sustainable ways despite insufficient resources. While ECB on its own valuable, as it can promote evaluative thinking and help build staff's evaluation literacy and competency, ECB presents a ripe opportunity for program staff to understand the principles of equity and inclusivity and to see themselves as change agents for societal transformation. In the present study, I developed, tested, and evaluated the concept of transformative ECB (TECB), a social justice-oriented approach, rooted in culturally responsive evaluation, critical adult education, and the transformative paradigm, which promotes not only critical and evaluative thinking, but also kaleidoscopic thinking. Kaleidoscopic thinking (KT) is thinking that centers social justice and human dignity through intentional consideration (turning of the kaleidoscope) of multiple perspectives and contexts while attending to the intersectional planes of diversity, such as culture, race, gender identity, age, belief system, and socioeconomic status. KT involves reflexivity, creativity, respect for diversity, compassion and hope on the part of the thinker when examining issues and making decisions.
Exploring STEM Identity Development, Motivation and Problem-Solving Preferences of African American Men Pursuing Undergraduate Degrees
Simpson, Chantel Yvonne (Virginia Tech, 2019-06-18)
Science, Technology, Engineering, Math (STEM) and agriculture are rapidly growing fields and important disciplines for meeting the needs of a growing population, including those related to food access and sustainability. However, there are not enough qualified employees entering into these fields, and additionally, those entering into the fields are not often from underrepresented groups, presenting a need for an increased push to boost the entrance and retention of minorities into degree programs that will prepare them for employment in fields of STEM or agriculture. African American men are one population that has even more disparate numbers of students entering and persisting in these fields and there exists a gap in information about the lived experiences and perceptions of members of this group within this field. This study utilized a phenomenological lens to explore the experiences of self-identified African American men currently enrolled in a STEM or agricultural degree program. Individual problem-solving preferences, academic motivation and subscription to black identity were examined using a conceptual framework adapted from Kirton's Cognitive Functions schema and the Organismic socio-behavioral perspective. This conceptual framework was viewed through a lens of critical race theory in order to determine the salience of these factors on the development of a STEM identity among African American males. The results of this study interrogate current educational practices to provide information about student perceptions, experiences with belonging and coping strategies utilized to overcome real and perceived barriers to STEM or agricultural degree attainment giving voice to this underrepresented group. Data from this study provide information to better inform STEM recruitment and retention practices and include recommendations for future research.
Exploring Teaching Practices of the Agricultural Education at Bangladesh Agricultural University (BAU)
Kuri, Subrato Kumar (Virginia Tech, 2021-06-29)
The purpose of this study was to understand the teaching practices of the Agriculture Faculty at Bangladesh Agricultural University (BAU). This study is at the intersection of the critical assessment and examination of assumption and exploring options and plans stages of transformative learning theory (Mezirow, 2000) and the environment factor of Astin's I-E-O model. Previous studies showed that tertiary education of Bangladesh fails to develop critical thinking abilities among the students. Higher order teaching practices help to develop critical thinking abilities among the students. Thus, it is important to explore the level of teaching practices at the Agriculture Faculty of BAU to understand how it supports critical thinking abilities among the students. Graduates being able to use critical thinking skills to solve agricultural issues will increase total food production and reduce national poverty. This study was an instrumental single case study. Faculty of Agriculture of BAU was the unit of analysis for this study. The findings of this study were only generalizable to the Agriculture Faculty at BAU and only relevant for Summer 2020. The phenomenon of this study was teaching practices at the Agriculture Faculty of BAU. Data sources included a census survey of active faculty members and content analysis of course syllabi. Findings from this study suggested that both teaching methods and course learning outcomes of the courses of the Agriculture Faculty at BAU were related the lower order of Revised Bloom's Taxonomy (RevBT). Moreover, faculty members from biological science and engineering used more teaching practices from evaluating level of RevBT than social science disciplines. Evaluating level is considered as higher level of RevBT. Male faculty members also used more teaching practices related to analyzing level than female faculty members. Analyzing level is also considered as higher level of RevBT. Faculty members identified that they have lack of training, standard teaching resources to use higher order teaching practices. Moreover, they also said that students of the Agriculture Faculty at BAU are more interested in job preparation than classroom education. However, faculty members also felt that higher order teaching practices can improve the creativity and critical thinking abilities for students and brings enthusiasms in teaching. Faculty members recommended that BAU revise its curriculum, syllabi, and assessment strategies to create higher order teaching practices in classrooms. As a result of this study, there is opportunity for faculty to increase their use of higher order teaching practices and develop course outcomes that support higher order learning. In addition, the university should revise their existing curricula and assessment techniques and give more freedom to the faculty members to choose their teaching and assessment methods. Finally, training should be organized to support higher order teaching by female faculty members.
Exploring Technology Integration in School-Based Agricultural Education (SBAE) Teacher Education: A Study of Preservice Teachers' Experience
Layne, Logan Joshua (Virginia Tech, 2024-11-21)
Teacher education programs have been known to omit critical aspects of technology preparation among undergraduates. Teaching practices are constantly evolving to accommodate the latest innovations in society; therefore, change is required in how we prepare educators to integrate technology into the classroom. As technology continues to change, teachers' practices need to reflect on how teachers are prepared to integrate technology into teaching and learning. Researchers have often found various ways to help prepare teachers to incorporate technology, including field experiences and various program design models. There has been a lack of research within School-Based Agricultural Education (SBAE) of preservice teachers integrating technology into the classroom. A qualitative phenomenology was conducted among nine preservice SBAE teachers regarding their experiences integrating technology during their time in their teacher education program. The Unified Theory of Acceptance and Usage of Technology (UTAUT) served as the theoretical framework to aid in conceptualizing the experiences of preservice SBAE teachers. The thematic findings from this study address the lack of preparation from their teacher education programs, support and expectations, challenges integrating technology into the classroom, succession of technology integration, and technology strategies for teaching and learning.
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.
Factors That Influence How Participants of Virginia's Governor's School for Agriculture Think About, Perceive, and Engage With Agriculture and Agricultural Careers
Hoover, Brittany Alexandria (Virginia Tech, 2020-04-30)
The world is facing significant challenges as a result of societal practices. Many of those challenges are agricultural in nature and include worldwide food insecurity, intensified greenhouse gas emissions resulting in climate change, major losses in biodiversity, substantial pressure on natural resources, and increasingly antimicrobial-resistant pests and diseases. To address these challenges, the workforce of the agricultural system must continue improving, collaborating, innovating, and transforming at a global scale. The diversity of agricultural challenges calls for a diverse workforce with science skills as well as cultural competencies. Agricultural educators and practitioners are consistently concerned with strengthening the relationship of youth and agricultural career choice. The field of agricultural education is also working to ensure that youth who choose agriculture have the knowledge, skills, and competencies necessary to address agricultural challenges. However, youth have steadily chosen careers outside of agriculture, leaving thousands of jobs available. Researchers have explored many reasons why youth may not choose agriculture, though few have considered aspects of identity or have explored factors that impact perceptions and thoughts of agriculture in depth. The overall purpose of this research was to explore how aspects of identity, including occupational identity status, inform agricultural career interest and choice; and to understand youth perceptions and thoughts of agriculture within a four-week agricultural education program. The purpose was achieved using research questions and objectives for each individual study. Data were collected using inventories, surveys, group interviews, and blog post assignments to describe participants. Data analysis included thematic analysis and descriptive statistical analysis. Findings show that the participants often had a more negative perception of agriculture prior to the program and expanded their view of agriculture after learning more about the industry. There are many factors that shape perceptions of agriculture, including identity characteristics, learning experiences, and contextual factors. The findings have implications for the field of agricultural education and the entire agricultural industry. At the conclusion of each study within this research, recommendations for agricultural educators, practitioners, and researchers were made. The recommendations include developing and implementing agricultural education programs that serve underrepresented populations in agriculture and conducting research to investigate ill-explored areas that emerged as findings from the research.
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 Greenway Trail in Community Development: An examination of value, representation, and distribution of benefits among stakeholders
Lovely, Stephanie Anne (Virginia Tech, 2020-07-28)
Greenway trails, or linear community parks, are growing in popularity around the world and are increasingly prevalent in cities of all sizes in the United States. At their best, greenways can provide affordable transportation, access to jobs, safe recreation space, community building, biodiversity protection, stormwater drainage, and air and noise quality benefits. Yet, commonly, neoliberal governance and design of greenways leads to diminished social and environmental design in favor of economic development. Intentional design for social, environmental and economic stability is crucial for successful greenways, though they are often viewed as innately sustainable. Urban Political Ecology (UPE), Actor Network Theory (ANT), and Campbell's Sustainable Development are used together as lenses to better understand the greenway development process and its outcomes. This research is a case study of the Roanoke River Greenway (RRG) in Roanoke, Virginia which was conducted in attempt to discover who benefits from the greenway, in what ways, and by what means. Semi-structured interviews, participant observation, and mapping combined to answer research questions. Participants were eleven neighborhood residents, five greenway commissioners, and five city and regional leaders involved with the greenway. Interviews were transcribed, coded, and grouped into themes, along with map data and field notes. I combined these methods to draw conclusions that shed light on the complex system surrounding the RRG. Conclusions are (1) that residents who live near the greenway and want to use it for recreational purposes as well as the City of Roanoke and its elite class of businessowners and homeowning residents who live near the greenway benefit the most from the RRG benefit because the greenway is catered toward recreation and economic development, in form, function, and process, (2) that the system which enables these benefits and prioritizes their beneficiaries is the greenway's evolving planning process, a system both steeped in mindsets of traditional economic development and exclusive planning aesthetics and imbued with innovative approaches of connecting residents to the outdoor environment, and (3) that Roanoke's greenway movement is strong because of its popularity but is vulnerable, because there are no provisions to officially protect it for the future, in terms of maintenance, increased use, and public opinion. Implications for praxis are that communities with greenway trails should diversify the people and perspectives who have power in the planning practice, that environmental and social design should be addressed directly and consistently in greenway development and maintenance, and greater outreach efforts should be made to residents in order to make the greenways more accessible and welcoming to diverse users. Implications for research are for increased research conducted with low-income and minority residents and on microlevel social and economic impacts in neighborhoods.
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.

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Browsing ETDs: Virginia Tech Electronic Theses and Dissertations by Department "Agricultural, Leadership, and Community Education"

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