Online Master of Agricultural and Life Sciences

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https://hdl.handle.net/10919/51287

The Online Master of Agricultural and Life Sciences (OMALS), http://www.cals.vt.edu/online/, is uniquely positioned to meet the evolving and dynamic needs of today’s agricultural professionals. The program offers concentrations in the areas of agribusiness, applied animal behavior and welfare, applied nutrition and physical activity, education, environmental science, food safety and biosecurity, and leadership studies, as well as plant science and pest management. In addition to engaging classes, students benefit from the opportunity to work on-on-one with well-respected faculty in Virginia Tech's College of Agriculture and Life Sciences to complete a rigorous final project, using what they've learned and developing real-world research and communication skills. This collection showcases final projects completed by current and former OMALS students.

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Now showing 1 - 16 of 16

4-H Agent Longevity and Youth Participation and Perception: A Case Study
Ransdell, Leona P. (Virginia Tech, 2018-12-13)
This study examined the influence of the 4-H agent and how the length of time an agent is employed in a community affects the perception of the quality and visibility of the 4-H program based on the theory of Positive Youth Development. The objective of this study was to determine if there was a relationship between the length of time an agent has been employed in a county and what effect, if any, it has on the perceptions of the youth ages 14-19 that are enrolled in the 4-H program. A total of 138 youth participated in the survey from 21 different counties in Virginia. The study found the positive influence of the 4-H agent in a county and the 4-H program and that these employees are an important part of a youth’s 4-H career. Further research is needed to determine the time at which agents begin to make significant impact on the youth enrolled in their county programs. Programmatic recommendations include conducting a more in depth needs assessment including agents in the 8-11 year employment range and outside stakeholders.
4-H Presentation Contest in Homeschool Learning: A Case Study
Estep, Taylor (Virginia Tech, 2021-03-08)
The purpose of this project is to determine why homeschool teachers in Tazewell County, Virginia support and implement the Virginia 4-H presentations program and what potential life skills are learned by students. The theoretical framework for this study was the Experiential Learning Theory and Model. A qualitative case study was developed to determine why teachers utilize the contest and what potential life skills they feel students learn. The participants of this study were two Tazewell County homeschool teachers that implemented the program and subsequent contest each year with students. Teachers participated in a pre and post-interview that was audio recorded and transcribed. Themes that emerged included potential life skills learned and provided a better understanding as to why this contest has been supported for over 25 years. Recommendations from the research include conducting a similar study throughout the state to examine a larger sample. Practitioner recommendations include introducing new ways to implement the contest into teacher’s educational curriculum and share other teachers’ rubrics and lesson plans for this contest. Both would be beneficial in creating a more universal contest.
Career Development for Teens Through the Southern Virginia Workforce Readiness and Preparedness Summit
Dolan, Amanda M. (Virginia Tech, 2019-08-30)
A 2019 needs assessment distributed by the Pittsylvania County unit of Virginia Cooperative Extension indicates that professional development is among the top five priority issues for youth in the county. Despite an economics and personal finance course being a requirement for all Virginia public high school students, youth still do not receive adequate exposure to the elements of career readiness before graduation. Using the experiential learning model as the foundation, this project aims to immerse high school students in a non-traditional classroom environment to learn and develop soft skills such as a proper handshake, the importance of eye contact when communicating, the value of networking, and a general overview of proper etiquette. Additional project goals include teaching students how to write resumes and cover letters, how to prepare for a variety of interview styles, and how to present themselves as polished professionals. An evaluation of this program indicated that participants feel more prepared for their futures/careers, know what to expect in an interview, know how to write a resume, have improved their communication skills, and have learned how to dress professionally.
Creating a Framework for the Virginia 4-H Youth Livestock Ambassador Program
Edwards, Emmalee A.; Seibel, Megan M.; Carter, Katherine; Miller, Matthew (Virginia Tech, 2023-12-05)
This project focused on developing a framework for the Virginia 4-H Youth Livestock Ambassador program. A survey tool was developed to distribute to 4-H youth livestock and agricultural ambassador alumni in states with established, active programs, with the purpose of assessing the perceived impacts of participating in the programs. The survey was composed of Likert scale statements. The survey was distributed by program coordinators through their email listservs. Most participants responded favorably to the ambassador program, with most agreeing that by participating, they were positively impacted. Respondents especially thought that participating in the program had helped them feel more confident mentoring younger 4-H members and taught them how to act professionally. Interview questions were developed and asked to program coordinators of 4-H youth livestock or agricultural ambassador programs to gather information on various components of the program, including the application and selection process, ambassador requirements, training, program successes, and improvements to be made. Transcription data from the interview was compiled, trends were identified, and specific components of the programs were highlighted. Information was combined to create a draft guide for the Virginia 4-H Youth Livestock Ambassador program, as well as several key tools for the program, including a draft application and a draft service activities tracking document. Results from this project will be presented to the Virginia 4-H Youth Animal Science Extension Specialist with the goal of creating and implementing a Virginia 4-H Youth Livestock Ambassador program.
Creating a Universal 4-H Non-Ownership Livestock Project Record Book to Capture Impacts of Increased Agriculture Literacy and Life Skill Development
Wright, Carly; Scherer, Hannah H.; Carter, Katherine; Bonnett, Erika (Virginia Tech, 2021-04-30)
Developing an Evaluation Tool for the Virginia Youth for the Quality Care of Animals Program
Leech, Samuel P. (Virginia Tech, 2019-11-25)
This project focused on the development of an evaluation tool for the newly adopted Youth for the Quality Care of Animals program in the Virginia youth livestock program. Information and examples from similar projects were compiled to understand the tools already being utilized. Appropriate evaluation tool design was identified in order to meet the needs of different ages and stages of youth. Two evaluation tools were developed, one for junior aged youth ages 9-13 and one for senior aged youth ages 14-19. The evaluation tool wording and format were designed to be age specific. Demographic, Likert scale, and open-ended questions were utilized. The voluntary survey was administered at the conclusion of each training event. The surveys were collected and the data was analyzed. A total of 263 junior aged youth and 242 senior aged youth completed the survey at the conclusion of their respective trainings. The results indicate that both the junior aged and senior aged youth found the training to be beneficial but delivery systems could be enhanced and improved to make the training more enjoyable. Youth particularly gave positive feedback concerning the guest speakers, the hands-on learning stations, and live animal demonstrations. 83% of the total youth agreed they learned something new as a result of completing the trainings. Limitations of the survey include format, delivery, and analysis of the data. The training instructors are also a limitation considering how they formatted the training and how they administered the survey including the directions given and the amount of time allotted to complete the survey. In the future, the evaluation tool should be modified to not only capture youth satisfaction but impact and behavioral change as well.
Effectiveness of Afterschool 4-H Enrichment Programs
Anglin, Kaila (Virginia Tech, 2014-12)
The purpose of this project was to determine the effectiveness of afterschool 4-H enrichment programs to increase interest and participation in the Clarke County 4-H program. Ten of the youth program participants completed a survey to rate their level of satisfaction with the program, personal perception of science, and aspirations toward future participation in science activities. The results showed that 60% of the participants like to see how things are made or invented, get excited about science, and want to learn more about science; 70% of the participants like experimenting and testing ideas while 80% of the participants reported liking science; and 100% of the participants indicated at least some interest in participating in another afterschool science program. Recommendations were made to create a logic model that reflects intentional programming and opportunities for expanded evaluation, to conduct a follow-up survey or interview with youth participants in 3 to 6 months after participation in the program, to expand STEM learning opportunities to include in-school 4-H enrichment programs, to provide youth with choice of electives and 4-H projects based on interest and prior exposure and to conduct future studies to evaluate aspirations, awareness, and participation in afterschool programs that is contingent on school day participation in this content area is proposed.
Evaluating the “Drone the Unknown” 4-H Program Curriculum
Robbins, Hannah (Virginia Tech, 2018-12-10)
Within the past ten years, there has been an increase in the demand for more STEM-based programs as is evident by the increase in STEM related careers and opportunities. In order to keep up with these career opportunities and continue to encourage youth to engage in developing technology, it is critical to expose them to programs highlighting STEM topics. Currently there is no official 4-H curriculum using drones as the main component for the instruction. This realization sparked the inspiration of a new program curriculum called “Drone the Unknown”. In this five-part curriculum, students are engaged with multiple STEM related SOL topics and 4-H life skills. This curriculum development and evaluation project serves to determine how effective this drone curriculum is in reinforcing these topics according to a review by 4-H professionals.
Life Skills Develop through Participation in Youth Entrepreneurship Program
Howland, Catherine (Virginia Tech, 2013-12)
Entrepreneur and vocational programs are important in building workforce readiness skills in youth (Fields, Brown, Piechocinski, & Wells, 2012). Recent surveys have found that certain skills, including communications, critical thinking, as well as leadership development are lacking among young people (Pace, 2012). Ninety percent of respondents in a survey by the Center for Creative Leadership indicated that education in leadership should begin before age 18, while 50% noted a need to start in elementary school or before (Pace, 2012). Through already existing program settings that involve youth development professionals, youth have the potential to improve upon certain life skills that will aid them in achieving employment or starting a business of their own. Dedicated professionals in support of these endeavors can positively affect young people in their attempts to simultaneously balance jobs and maintain grades at school. In this report, the role of entrepreneurship within a 4-H youth development program was examined. Several young entrepreneurial workshops took place in an after school setting to provide youth with tools needed to run their own booth at a local farmers market. Participation in 4-H programs was positively related to youth life skill development. Building communication skills, teamwork skills, and a sense of responsibility in youth are just a few of the ways that Virginia Cooperative Extension programs influence young people on their way to adulthood. Findings in this report support the claim that youth gained important life skills as a result of their participation in the educational workshops combined with the hands-on experiences during the farmers market. Through entrepreneur activities in positive youth development programs such as 4-H, FFA and Boys and Girls Clubs, young people will be better equipped for life, in general, after high school.
A Model for Collaborative Partnership: Virginia Cooperative Extension and the Local School System Support Financial Education Mandates
Mosley, Cristy (Virginia Tech, 2014-05)
Extension professionals partner with other community agencies to meet common educational goals. Utilization of a collaborative model can aid in the organization of a collaborative effort. This paper highlights Rubin’s (2009) “collaboration’s life cycle”. This model contains 14 detailed, non-sequential, steps that are grouped into 5 phases. These phases include the launch of a collaborative effort, developing human resources and the knowledge base, building administrative structures and systems, and building a culture of collaboration, and accountability, sustainability, and renewal. Through a case study, this paper discusses how the “collaboration’s life cycle” fits a new partnership between Cooperative Extension and two Virginia high schools working towards the common goal of improving financial literacy in teens. In this collaboration, two Reality Store “real world” financial simulations were planned and implemented for students enrolled in the Economics and Personal Finance course at their high schools.
Parental Learning Experiences with Children Active in 4-H
Fink, Sarah (Virginia Tech, 2020-05-21)
This study was a qualitative pilot study conducted on the optimal questions and venue of data collection on the learning experiences of adults with children active in 4-H. 4-H provides youth development and STEM literacy education across the U.S. and internationally. 4-H was originally developed to help increase adoption of science-based practices by adults in rural communities. The concept was that the 4-H program trained the youth and had them demonstrate the value of the new methods to their parents. If parents learn as a result of having children in 4-H, 4-H may serve as a venue for increasing adult agricultural and STEM literacy. However, previous studies found on the learning impact of 4-H on adults focused on 4-H volunteers who receive additional subject matter training. This project was intended to explore the learning experiences of parents of 4-H members who did not serve as volunteer leaders.
Rockbridge 4-H: The Case of Boxerwood
Hastings, Jessica (Virginia Tech, 2012-05)
I conducted an in-depth exploration of the partnership building process between Boxerwood and Rockbridge 4-H and identified specific partnership characteristics found within this collaborative relationship. Boxerwood Education Association is a nonprofit 501© organization whose mission is, “to educate and inspire people of all ages toward becoming successful and environmentally responsible stewards of the Earth,” (www.boxerwood.org). The Rockbridge county 4-H program prepares young people to step up to the challenges in their community and their world. Rockbridge youth participate in the hands-on, real world experience necessary for them to become leaders through the delivery of research-based, positive youth development programs. This topic is significant because the Boxerwood and Rockbridge 4-H partnership illustrates how a simple idea and conversation can build an alliance in achieving goals of mutual interest. In March 2011, a memorandum of understanding between Rockbridge 4-H and Boxerwood was formed. As a partner and primary representative of 4-H, I feel it is of great importance to share the Boxerwood and Rockbridge 4-H collaborative partnership process so that other community-based organizations to see the benefits of a collaborative partnership and to view the collaborative partnership as a potential solution for additional program and organizational support.
Teen Leadership Skill Development Through Participation in Leadership Training
Rothwell, Marie (Virginia Tech, 2015-12-03)
Teen leadership skill development programs are important to provide teens necessary skills for future success. Teen’s developmental needs have to be met, they need to be provided opportunities to engage in programs that are age appropriate and tailored to build their leadership skills. Thoughtful leadership programming becomes important during the time when 4-H youth membership begins to decrease. The project reported here aimed to determine if participation in teen leadership skill training increased teen’s perception of their leadership skills and increased their intent to stay engaged in programming. The design of the study was descriptive survey. A pre and post survey questionnaire was distributed to all (n = 7) study participants. The findings of the study were consistent with previous research showing that teen’s perception of their leadership skills will increase as a result of leadership training. A long-term leadership program interest questionnaire was distributed at the conclusion of the training to all (n = 7) study participants. The findings of the interest questionnaire were consistent with previous research showing teens intend to stay engaged when programming is developmentally appropriate and has real-world application. Additionally, the results of the study show that teens report acquisition of skills needed for active participation in future leadership opportunities.
Teen Leadership Skill Development through the Junior 4-H Camp Counselor Training Program
Temple, Karrin M. (Virginia Tech, 2017-05-17)
The purpose of this paper is to determine if there is a positive relationship between participation in the Junior 4-H Camp Counselor Training Program and development of leadership skills. Additionally, this study seeks to identify which leadership skills are self-reported as being developed, how youth are currently using these skills, and how they perceive that they will use them in the future. Data was collected from 983 training program participants between the ages of 14 and 19 who have been in the program for one year or more. Arnett’s Emerging Adulthood Theory (2000), a human development theory for people in their late teenage years and early twenties, served as the theoretical framework. A positive relationship between participation in the training program and the development of leadership skills was found. Furthermore, data analyses identified a number of specific leadership skills that were developed including self-esteem and confidence, ability to lead groups, speaking in front of groups, problem solving skills, and working as a team among others. This study combines both qualitative and quantitative data to identify how teens are being served within the 4-H program and provides information about positive youth development on camp counselors, a previously lacking area in the literature.
Urban Agricultural Event
Camm, Kevin (Virginia Tech, 2012-12)
Many authors and researchers agree that our youth will benefit from learning about agriculture. “Agricultural literacy is an essential factor for continuing success of the nation. It is important to reach the population when it is most vulnerable and susceptible to learning; this consists of the children of today’s world” (Schmidbauer, Pastor, & Elliot, 2004; p. 2). Ryan and Lockaby suggest that if the population possesses an understanding of agriculture, they are more likely to benefit society because they will be informed and can make decisions based upon that knowledge (Ryan & Lockaby, 1996). The current mission of agricultural education is to prepare and support individuals for careers, build awareness and develop leadership for the food, fiber, and natural resource systems to accurately articulate the vision of the future of agriculture (Case & Whitaker, 1998). Agricultural education takes into account basic agricultural methods, vocabulary and terms, and the ability to understand the impact of agriculture on society. In essence, agricultural education in local schools plays an important role in youth development as it produces capable, knowledgeable, and contributing citizens (Case & Whitaker, 1998). An Urban Agriculture Day (UAD) program, conducted by Virginia Cooperative Extension (VCE), was directed towards the 5th grade students of the Lynchburg City Schools (LCS). This report examines a program which educated the youth with hands on learning about agriculture of Virginia and other subjects which fulfilled several requirements of the Virginia Standards of Learning (SOL) testing. Specifically, using diffusion of innovation theory (Rogers, 2003) as a framework, how do teachers perceive the relative advantage, compatibility, complexity, triability, and observability of Urban Ag Day for the teaching of SOLs.
Virginia 4-H Food Challenge Curriculum Evaluation
Nagurny, Samantha C. (Virginia Tech, 2016-12-13)
In 2014, 4-H agents brought the Food Challenge competition from Texas to the Virginia program as a new competition outlet for youth. With this new program comes the need to train Extension faculty, staff, and volunteers to provide adequate knowledge for youth to be successful in their competitive endeavors. Due to the competition being relatively new to the nation, a curricula specific to the competition had not been developed. This study compiled and reviewed existing 4-H healthy living curricula to determine what already-existing materials would help a team prepare for the competition. Many materials were found to be adequate at covering specific sections of the competition judging criteria, however only three were determined to meet a majority of the programming needs. The top recommended curricula were Exploring the Food Challenge, Teen Cuisine, and Cooking Matters for Teens. Exploring the Food Challenge covered all 12 criteria, with Teen Cuisine and Cooking matters for Teens covering 11 of the 12 criteria.

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