Department of Agricultural, Leadership, and Community Education
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- ALCE Leadership 1918 to TodayHillison, John H. (2018-09-22)
- ALCE Then and NowHillison, John H.; Crunkilton, John R.; Oliver, J. Dale (Virginia Tech, 2018-09-22)Chronology of major Agricultural, Leadership, and Community Education Department highlights
- Comprehensive Evaluation of DoDEA's Centers for Instructional Leadership: Final ReportKaufman, Eric K.; Coartney, Jama S.; Archibald, Thomas G.; Cash, Carol; Anderson, James; Sen, Anuradha (2020-02-28)Since 2016, Virginia Tech has been partnering with DoDEA to support the Centers for Instructional Leadership (CILs) through professional learning delivery and evaluation. While activities of the cooperative agreement have been highlighted in prior reports, this report represents the final deliverable for the comprehensive evaluation of the CILs. The primary goals of this report include: 1. Inform decision-makers of the current state and stage of the program initiative, based on the desired long-term outcomes. 2. Evaluate the extent to which progress is being made on the intermediate goals of building instructional leadership capacity. 3. Based on the identified progress, provide recommendations and suggestions to continuously improve the program design to help attain the desired outcomes. This third and final phase of the comprehensive evaluation involved investigation of multiple sources of data, including 20 focus groups, 10 key informant interviews, and analysis of a wide array of documents. The report findings are structured around the following evaluations questions: ● To what extent do instructional leaders identify the CIL as a key resource for their growth and advancement as leaders? ● How is instructional leadership shifting as a result of CIL facilitation and support of system priorities? ● In what ways have the CILs facilitated learning networks that instructional leaders value? ● In what ways do the CILs share and scale innovative best practices through situationally-appropriate improvement strategies? ● Based on DoDEA’s definition and framework of ‘Instructional Leadership,” are the CILs truly serving as Centers for Instructional Leadership? The interviews and focus group sessions were an invaluable opportunity to advance our understanding of the CILs’ work, particularly among the four CIL functions: (1) Leadership Development and Support, (2) Development for Systemic Priorities, (3) Learning Networks, and (4) Innovative Best Practices. Although the CILs were formed before DoDEA’s Blueprint for Continuous Improvement, instructional leaders are recognizing the integral relationship between the work of the CIL and DoDEA’s priorities at large. The progress extends beyond isolated success stories. From a big picture standpoint, it is helpful to consider where DoDEA would be without the CILs: “Before the CIL existed, if we think about that, everything either came from Headquarters or through ISSs…. Now, there’s a regional, as well as district, and complex support; and we’re bringing not only the systemic priorities, but we’re modeling them.... I wonder if just the CIL itself—and that whole Theory of Action—brings innovation and life to the agency itself.” (focus group participant) Do the CIL efforts for improved instructional leadership result in improved student achievement? This question for long-term evaluation remains as important as ever, yet the influencing variables are constantly changing. Accordingly, a snapshot in time is never sufficient. While the work of the CILs is functionally removed from the classroom, the CIL Theory of Action presents a conceptual roadmap for the intended impact. In order for the CILs to maintain a viable role within DoDEA, they must demonstrate regular progress toward strategic initiatives outlined in DoDEA’s Blueprint for Continuous Improvement. This report concludes with recommendations aligned to the interconnected phases of AdvancED’s Continuous Improvement System: Learn and Share, Examine and Plan, and Act and Evaluate.
- Department of Agricultural, Leadership, and Community Education at Virginia Tech 1918 - 2018Hillison, John H. (Virginia Tech, 2018-09-22)As we celebrate a century in agricultural education, leadership education, and community education at Virginia Tech it is fitting we recognize the shoulders we stand on. Those giants who built our foundation and nurtured our department throughout these many years. It is also fitting that we recognize the many students, staff, and faculty who have shaped who we are and what we do in the Commonwealth of Virginia and beyond. We want to thank everyone for the wisdom, skills, and talents which have carried ALCE to this milestone. From being the birthplace of the National FFA organization to education programs for beginning farmers, to strengthening secondary agricultural education programs, to developing youth leaders from Virginia to Africa, the department is known throughout the United States and indeed around the globe for teaching, discovery, and outreach that improves the lives of the people we serve. As we look to the future we are encouraged by the continued support of our alumni and friends, our outstanding students, talented staff, and dedicated faculty. The future of ALCE is indeed bright!
- Early Career Extension Professional Development Needs Assessment ReportVines, Karen A.; Cletzer, David Adam; Westfall-Rudd, Donna M.; Hunnings, Joseph; Vines, Neal T.; Johnson, Lonnie; Lambur, Michael Thomas; Sumner, Mark W. (Virginia Cooperative Extension, 2015)Introduction and Background: Virginia Cooperative Extension hired 100 new agents from 2011 to 2014. This study was initiated to determine professional development needs for these early career agents, many of whom are also members of the millennial generation. The hope was that by developing professional development programs to specifically meet the needs of these new agents we may contribute to their career longevity and success. The study consisted of a series of focus groups in which a representative sample of agents hired in the past three years provided information, initially for use in a system-wide electronic survey. However, as the research team reviewed the findings it was determined that there were significant improvements that could be identified and made based on the current findings without support from the system-wide survey. Therefore, the plan for the survey covering all topics was abandoned. What has evolved is a series of recommendations to support career longevity in a collaborative environment, taking into consideration the work-life integration and professional development needs of Extension professionals within Virginia Cooperative Extension. This document serves as a summary of findings and recommendations that have resulted from this process.
- Executive Summary VCE COVID19 ReflectionsBaughman, Sarah; Vines, Karen A.; Archibald, Thomas G. (2021-03-29)
- Honors Residential College (HRC) Faculty Principal 2014-15 Year-End ReportKaufman, Eric K. (2015-06-17)The Faculty principal for the Honors Residential College (HRC) serves as the intellectual leader of the college, working collaboratively with the residence life live-in staff, University Honors staff, and supporting faculty fellows to enhance the learning environment by engaging residents in educational activities designed to promote intellectual and community engagement. As such, the principal works with Housing & Residence Life, University Honors, and the residential college advisory board to nurture a vibrant sense of community that fosters academic excellence, promotes faculty-student interaction, and enriches the student living-learning experience. The principal will share responsibility for fostering and shaping the social, cultural, and educational life of the residential college. The evaluation and review process for the faculty principal is a mechanism to allow the faculty principal to intentionally reflect upon the prior year and to share these reflections, accomplishments, and progress with the stakeholders of the HRC. The first step of the review is a year-end report which highlights the life of the HRC and the faculty principal’s efforts toward promoting intellectual and community engagement in the HRC. The report should be submitted to the senior associate vice president for student affairs, the director of University Honors, and the director of Housing and Residence Life by May 31. Subsequently, the principal will then meet with these stakeholders to share his/her reflections and for this team to discuss the previous year.
- Honors Residential College 2015-16 Year-End ReportKaufman, Eric K. (2016-06-01)The Faculty principal for the Honors Residential College (HRC) serves as the intellectual leader of the college, working collaboratively with the residence life live-in staff, University Honors staff, and supporting faculty fellows to enhance the learning environment by engaging residents in educational activities designed to promote intellectual and community engagement. As such, the principal works with Housing & Residence Life, University Honors, and the residential college advisory board to nurture a vibrant sense of community that fosters academic excellence, promotes faculty-student interaction, and enriches the student living-learning experience. The principal will share responsibility for fostering and shaping the social, cultural, and educational life of the residential college. The evaluation and review process for the faculty principal is a mechanism to allow the faculty principal to intentionally reflect upon the prior year and to share these reflections, accomplishments, and progress with the stakeholders of the HRC. The first step of the review is a year-end report which highlights the life of the HRC and the faculty principal’s efforts toward promoting intellectual and community engagement in the HRC. The report should be submitted to the senior associate vice president for student affairs, the director of University Honors, and the director of Housing and Residence Life by May 31. Subsequently, the principal will then meet with these stakeholders to share his/her reflections and for this team to discuss the previous year.
- Honors Residential Commons 2016-17 Year-End ReportKaufman, Eric K.; Riddle, Andrew (2017-07-16)The Faculty Principal for the Honors Residential Commons (HRC) serves as the intellectual leader of the building, working collaboratively with the residence life live-in staff, Honors College staff, and supporting faculty fellows to enhance the learning environment by involving residents in educational activities designed to promote intellectual and community engagement. As such, the Principal works with Housing & Residence Life, the Honors College, and the residential college advisory groups to nurture a vibrant sense of community that fosters academic excellence, promotes faculty-student interactions, and enriches the student living-learning experience. The principal will share responsibility for fostering and shaping the social, cultural, and educational life of the residential college. The year-end report highlights the life of the HRC and the Faculty Principal’s efforts toward promoting intellectual and community engagement.
- Summary Report on the Commonwealth Agriculture SummitKaufman, Eric K.; Seibel, Megan M.; Tyler-Mackey, Crystal; Parrella, Jean; Adebayo, Bolanle; Olowoyo, Olamide; Poudel, Sonika; Spence, Jessica; Zhu, Stephanie (2024-06-10)On April 12, 2024, Virginia Cooperative Extension hosted the Commonwealth Agriculture Summit in Richmond VA, with approximately 100 individuals in attendance. The Summit focused on three goals: ➔ Define relevant innovations needed for local producers, ➔ Help producers maintain and grow their operations for positively impacting communities, and ➔ Identify priorities for the agriculture industry we can collectively support. The structure of the event was based on an “Un-Meeting” format, which prioritizes engaging and listening to participants to surface key insights. The structure included three panels (a.k.a., “ignite sessions”), with each key informant allocated four minutes to highlight predetermined areas of focus: (1) “Maintaining Agriculture’s Edge,” featuring Secretary Matt Lohr, Robert Mills, Dr. Kang Xia, and Dr. Joseph Oakes; (2) “Processing and Challenges for Growth,” featuring Jennifer Ligon, Eric Bendfeldt, Jim Saunders, and Melissa King; and (3) “Land Use,” featuring Rachel Henley, Adam Downing, Commissioner Joe Guthrie, Dr. John Fike, and Nadine Jackson. During each panel presentation, participants captured thoughts, questions, and comments on index cards, which were then organized into themes for deeper conversations in breakout discussions. By the end of the Summit, 17 key informants had sparked ideas that yielded 12 general themes, supported by more than 300 data points (i.e., participants’ submitted index cards). This report presents examples of input by thematic area, with brief summaries of the breakout discussions depicting both broad discussion topics and more specific suggestions for Extension research and practice. As participants departed, they were encouraged to continue conversations, helping Virginia maintain its standing as a pacesetter for advancing agriculture technology in ways that value and perpetuate a strong heritage. Innovation, defined in a way that contributes to locally relevant decision-making tools, allows Virginia Cooperative Extension to remain a relevant conduit of research-based, tangible information to stakeholders. Responding to community-based needs with practices, products, and related education and training is further enhanced through collaborative efforts with state and local agencies in executing the Land Grant mission.
- Virginia Tech Department of Agricultural, Leadership, and Community Education: Faculty Impact at the College, University, National, and International LevelCrunkilton, John R. (Virginia Tech, 2018-09-22)Faculty impact at the college, university, national, and international ievel