Department of Agricultural, Leadership, and Community Education
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Browsing Department of Agricultural, Leadership, and Community Education by Content Type "Article"
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- Administrators’ Perspectives on Organizational Environmental Factors Facing 4-H Youth DevelopmentElliott-Engel, Jeremy; Westfall-Rudd, Donna M.; Seibel, Megan M.; Kaufman, Eric K.; Radhakrishna, Rama (Elsevier, 2024-01)4-H is the largest youth development organization in the United States and is the youth development program of the Land-Grant University’s Cooperative Extension system. A qualitative study of 13 4-H Program Leaders and seven Cooperative Extension Directors was conducted to explore the perspectives Extension Administrators hold about the organizational environmental factors facing the 4-H program. Data were analyzed using a qualitative open coding methodology. Five themes emerged from the study in response to the identified environmental factors: 1) key components of the traditional club model need to be ensured in all programming conducted; 2) the need to develop a club programming matrix to help county-level staff manage the impact and their workload; 3) good partners will expand the 4-H programs’ capacity; 4) increased involvement of first generation youth and families is needed; and 5) intentional marketing and raising awareness of the “new 4-H brand.” Adaptation poses important questions, challenges, and opportunities for the 4-H program. Because administrators represent a national population of Administrators, these insights can inform youth organizations in the United States and internationally.
- AFHVS 2021 Presidential Address: critical praxis and the social imaginary for food systems transformationNiewolny, Kimberly L. (Springer, 2021-11-01)In this 2021 AFHVS Presidential Address, Kim Niewolny provides a brief foray into the onto-epistemic framing of critical praxis for sustainable food systems transformation. Niewolny proposes we engage in the creative entanglement of critical praxis and the social imaginary to “unthink” the orthodoxies that govern our ideas of the possible. She offers several possibilities as pathways toward a food system that embodies health equity, ecological justice, land sovereignty, and human rights, including: (1) agroecological research and movement building; (2) food, farm, and health policy; (3) food and farm system worker protections as public health and human rights concerns; (4) intersectional food justice scholarship and curriculum; (5) narrative-led, community-based, and action-oriented methodologies as multi-dimensional inquiry; (6) and multi-sector and multi-racial coalitions as dynamic networks that challenge linear, neoliberal, and technical-rational practices. Niewolny concludes with a call for radical hope as a principle for critical food systems praxis.
- Agricultural teacher creativity identity and instructional behaviorsWoodward, Lane; Rudd, Rickie; Petrie, Lana (2022-01-15)Everyone has a collection of identities that guide who an individual is and the actions or goals and individual sets. Just as everyone has an identity, they also are all creative; therefore, everyone also has a creative identity. This study defines creativity from the perspective of agricultural teachers as well as identifies the influences on creativity and creative identity. The concept from symbolic interaction (SI) theory of the "looking glass" is also explored. The researcher presents the findings and discusses the connections between creativity level and certain identity influencers. This study not only identifies the creativity level of individuals and the process of identity development but it confirms the creative behaviors that agricultural teachers use during instructional methods. The findings of this study lead to recommendations for both future agricultural teacher professional development and curriculum items to be integrated into teacher preparation programs.
- Building leaders using centers for instructional leadership: Coaching model provides support for allSchiavino-Narvaez, Beth; Kaufman, Eric K.; Schuermann, Patrick J.; Cannon, Mark D. (National Association of Secondary School Principals, 2020-04-01)
- Curriculum Design in an Agricultural Education Program in Nigeria: Towards Advancing Career ReadinessAjao, Helen; Alegbeleye, D.; Westfall-Rudd, Donna M. (Advancements in Agricultural Development, 2022-01-03)This research explores effective curriculum design for higher-ed in preparing agricultural education graduates for Nigeria’s labor market. The continuing professional education program planning theory serves as the framework guiding this study. The study involves a phenomenological inquiry into the conscientious meaning experience of the faculty and alumni in an agricultural education department. A purposful sampling method of 14 participants (four professors and ten alumni) was used to select participants since the study relied on individuals close to the phenomenon. Data was collected using a standardized open-ended questionnaire and the Department’s handbook. Three themes emerged: The Department's curriculum design/development.; Stakeholder’s consultation; and Principles considered while designing the curriculum. Recommendations were made for the Department to continuously review and update the curriculum to reflect the current needs of the industry and students. Lastly, the current study was recommended to be replicated in other main agricultural institutions in Nigeria.
- Exploring the Promise of Team Based LearningKaufman, Eric K. (Center for Instructional Development and Educational Research, Virginia Tech, 2010-02-12)Team-Based Learning (TBL) is a special type of small group facilitation, which differs from cooperative learning or group activities. The TBL approach integrates case studies and applied learning throughout the entire semester, with student teams remaining intact for all of the small group discussions and assignments. Although each course has a different set of learning objectives with respect to content knowledge, the broader course objectives for TBL courses are consistent regardless of course topics.
- Extension and Advisory Services: Supporting Communities Before, During, and After CrisesGrove, Ben; Archibald, Thomas G.; Davis, Kristin (Virginia Tech College of Agriculture and Life Sciences, 2020-10-10)Extension and Advisory Services (EAS) providers are important partners for communities to prepare for, respond to, and recover from shocks such as natural disasters and human, plant, and animal disease and pest outbreaks. EAS providers work long-term in communities to equip people with knowledge, skills, and technical resources to improve their livelihoods. EAS are provided by various actors including governments, nongovernmental organizations, private sector entities, higher education institutions, and other organizations. EAS often serve in bridging roles connecting resources from numerous actors operating in communities and are valuable conduits of information during shocks. EAS are seen as key partners in helping communities rebuild and strengthen food systems after the initial shock, given their long-term work horizons. There are numerous examples of EAS responding to crises around the world, such as HIV/AIDS, Ebola, Avian Influenza, malaria, and, more recently during the current COVID-19 pandemic. During COVID-19, EAS have undertaken an unprecedented shift to virtual and distanced programming as daily life has been disrupted through restrictions on movement and gatherings. EAS agents have been challenged to modify program delivery and remain effective in serving their clientele while navigating this new landscape. In this essay we explore examples of EAS supporting communities before, during, and after crises, and discuss implications for future EAS work, including considerations of lessons learned during the COVID-19 pandemic response.
- Frontloading Literacy: Strategies to Boost ComprehensionClaflin, Kellie (The Agricultural Education Magazine, Inc., 2020-09-01)
- How to Ensure Your Team's Great Ideas Percolate Through Your WorkforceSeibel, Megan M. (Training Magazine, 2021-09-07)An awareness of your own and other’s problem-solving style somewhere on the adaption-innovation continuum means you can help employees work within their adaptive and innovative preferences, creating a more cohesive and effective team that inspires others to share and give life to ideas that may be percolating just below your company’s surface.
- The Journal of International Agricultural and Extension Education: A Ten Year LookEdgar, Leslie; Rutherford, Tracy; Briers, Gary E. (2008)The Journal of International Agricultural and Extension Education (JIAEE) has been a primary outlet of international agricultural education publishing and research and activity dissemination—a claim verified in this study. The purpose of this study, which was a part of a larger study, was to assess ten-years of JIAEE to determine primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types used, using a mixed-methods design. Analyzed in this study were 144 research articles published in JIAEE issues I and III, from 1997 through 2006. There were 27 primary research theme areas and 31 secondary research theme areas identified. The compiled list of primary and secondary research themes, and prolific themes identified by year are reported. There were 329 JIAEE authors identified, with Mohammad Chizari, Barnabas Dlamini, and James Lindner (6.3%) being the most prolific. Quantitative research methods were the most common (75.7%). The most frequent research method types were survey methods (45.8%). Research themes appear cyclic and additional research must be completed to determine depth and research influence of the potential cycles. Researchers should consider diversifying their methodological research types beyond survey research. Results of this research should be used comparatively with research priority areas identified in the National Research Agenda: Agricultural Education and Communication 2007-2010 to determine where future research focus must be incorporated.
- Leadership for CyberBioSecurity: The Case of Oldsmar WaterKaufman, Eric K.; Adeoye, Samson; Batarseh, Feras A. (2023-02-01)Agriculture and life sciences are increasingly becoming cyber-driven, relying on artificial intelligence and the Internet of things (IoTs) for the automation of operational processes (Murch & Drape, 2022). The more leverage humans seek and obtain from industrial control systems (ICS) for the efficient treatment, distribution, and recycling of drinking water and wastewater, the more likely will be the convolution of CyberBioSecurity issues. To this end, this case study explores the cyberattack on the Oldsmar, Florida, water treatment plant on February 5, 2021. Through a forward-looking lens to synthesize the undisguised case, the case equips students with the requisite skills for the adaptive challenges of the contemporary world of wicked problems. Thus, this teaching case provides the opportunity to build learners’ capacity to apply adaptive leadership and leadership-as-practice to wicked problems, like CyberBioSecurity. Instead of attempting to solve adaptive challenges with a limited and insufficient set of technical tools, learners will recognize the potential of modern approaches to leadership for advancing holistic (re)solutions to complex, challenging situations.
- Leveraging Cyberbiosecurity to Safeguard Agriculture and FoodDrape, Tiffany A.; Murch, Randall (2022-10)This white paper proposes a multi-phase timeline with the long-term goal of securing the bioeconomy in agriculture/the food supply. Using a “systems thinking” approach will create a sustained community presence related to cyberbiosecurity of the bioeconomy, provide workforce development experiences, develop, pilot, and implement standards that are adaptable, flexible, trustworthy, and replicable to multiple industries (Drape et al, 2021). Adopting guidelines will create a systemic and synergistic set of solutions related to cyberbiosecurity to secure the country’s largest industry and examine the problem and suggest solutions in a cogent manner.
- The rescue mission of the Wild Boars soccer team, Thailand: A case study on leadership in emergenciesKuri, Subrato; Young, Carmen; Kaufman, Eric K.; Droste, Tyler; Weeks, Emily (Association of Leadership Educators, 2020-04-16)During the summer of 2018, the world was captivated by news about the Wild Boars soccer team, trapped in a cave in Thailand. This paper analyzes instances of leadership in the internationally-coordinated rescue effort. We share a lesson plan to support critical thinking in the roles of different leadership approaches and theories to apply this knowledge in a similar context. We present our methodology for developing this lesson plan and identification of leadership within the case; highlighted approaches include followership, servant leadership, situational leadership, and team-based leadership. We also pose three ethical issues that emerged within rescue operations. Educators can incorporate analysis of emergency response cases in their teaching to public sector officials to learn about various leadership styles that describe their approach. Our paper includes a risk management development plan exercise, incorporating a real-life emergency response incident.
- Resident Advisors’ Attitudes and Beliefs About the Process of Identifying and Reporting Threatening BehaviorsCasten, Jill; Rudd, Rickie; Robinson, Quintin (2022-01-15)The purpose of this case study was to examine resident advisors’ attitudes and beliefs about the process of identifying and choosing to report threatening behaviors. Thirteen participants served as the case study group. A qualitative approach guided the inquiry of the case study and was represented through observations, document analysis, and participant interviews. Four themes emerged from the data including; Violence prevention on campus is navigated and provided to students through education and resources, a wide range of issues face today’s college student, fostering and building a sense of community is a priority for residence life, and despite reporting systems in place and resources available, identifying and reporting concerns and issues remain a barrier to the general student. Overall, students’ exposure to violence prevention on campus is often accomplished university sponsored educational programs and resources.