Scholarly Works, Agricultural, Leadership, and Community Education

Permanent URI for this collection

https://hdl.handle.net/10919/70451

Research articles, presentations, and other scholarship

Browse

Now showing 1 - 20 of 385

Identifying solutions for youth participation in Agriculture in Rural Honduras
Skhisazana, Nompumelelo; Aljawharah, Aljohani; Humay, Sadig; Mitchell, Garber; Alsudairy, Dima; Oyedare, Israel (2025-05-19)
Suitability of paddy cultivation in the Western province of Sri Lanka under different climate change scenarios
Pitawala, Kasuni G.; Vidanage, Shamen P.; Mutuwatte, Lal P.; Alotaibi, Bader Alhafi; Najim, M. M. M.; Nayak, Roshan K. (Public Library of Science, 2025-10-27)
Climate change poses a significant threat to global agriculture, with implications for food security. Regions that rely heavily on rain-fed agriculture, especially in developing countries, such as the Western province of Sri Lanka are particularly vulnerable. The current research aims to assess future climate expectations and their impacts on paddy cultivation in Sri Lanka's Western province for the purpose of identifying measures to address the multi-faceted consequences of climate change. The main objective of the study was to determine the spatial suitability of paddy in the Western province for the years 2030 and 2050 under different climate change scenarios. Rice occurrence points and bioclimatic variables were employed to model the spatial suitability of paddy under current, 2030 SSP 245, 2030 SSP 585, 2050 SSP 245, and 2050 SSP 585 climatic conditions using 'biomod2' package of RStudio software. The results revealed that areas unsuitable for paddy cultivation increased under 2030 SSP 245 (1,437.30 km2), 2030 SSP 585 (1,594.80 km2), 2050 SSP 245 (2,624.40 km2), and 2050 SSP 585 (2,627.10 km2) conditions when compared with current (1,044 km2) climatic conditions. Further, the simulation indicated that the species range change between the current climatic conditions and 2030 SSP 245 (-16.58), 2030 SSP 585 (-13.62), 2050 SSP 245 (-37.03), and 2050 SSP 585 (-50.51) is negative. The percentage loss in paddy range between current and 2030 SSP 245, 2030 SSP 585, 2050 SSP 245 and 2050 SSP 585 climatic conditions were shown to be 52.94%, 47.89%, 22.07% and 67.85%, respectively. Therefore, the results of the present study highlight the need for a comprehensive approach that integrates climate change adaptation and mitigation in agriculture to ensure food security and to protect vital ecosystems. The findings of this study can be utilized by researchers, policymakers, and practitioners aiming to achieve global sustainability goals.
Nanofood insights: A survey of US consumers' attitudes toward the use of nanotechnology in food processing
Parrella, Jean A.; Leggette, Holli R.; Lu, Peng; Wingenbach, Gary; Baker, Matt; Murano, Elsa (Academic Press-Elsevier, 2024-10-01)
Novel applications of nanotechnology in food processing hold tremendous potential to revolutionize the food industry and address challenges in food security and public health. Understanding and addressing consumers' evolving attitudes toward the use of nanotechnology in food processing is important to promote the technology's adoption and inform the development of regulatory frameworks that align with societal values. We used a survey research design to explore U.S. consumers' attitudes toward such uses of nanotechnology. Through the literature, we identified various cognitive and affective factors that have influenced, or have the potential to influence, consumers' attitudes, and we used those factors to develop a comprehensive regression model. We collected data from a national sample of U.S. consumers (N = 1071). The regression model accounted for 64.22% of the variance in attitudes toward nanotechnology (adjusted R2 = 62.94%). Perceived benefits, subjective norms, institutional trust, and subjective knowledge significantly and positively influenced participants' attitudes toward the use of nanotechnology in food processing while perceived risks and food technology neophobia significantly and negatively influenced participants' attitudes. These results suggest that communication strategies should emphasize consumer-centric benefits of nanotechnology, mitigate perceived risks, leverage social influences, and prioritize food safety-related messaging from institutional bodies.
Social change isn’t always in technicolor: teaching group values in leadership with 12 Angry Men
Council, Austin; Olowoyo, Olamide; Moore, Autumn (Emerald, 2025-03-21)
Purpose: The purpose of this paper is to illustrate the usage of the film 12 Angry Men as a way to teach group values in leadership education. In this process, the paper showcases student voices based on a qualitative thematic analysis of existing course data to provide evidence for the film’s usefulness in this context. Design/methodology/approach: We used a basic qualitative approach within a single case study design. The “case” was an online introductory leadership course at a large, land-grant university. Using existing data (n = 83 responses) from a discussion post assignment, we conducted a thematic analysis, developed codes based on the in vivo technique, which led to larger, emergent themes. The data were initially arranged based on three areas: initial reactions to the film, identified Social Change Model (SCM) group values and observed leadership behaviors. Findings: Findings show that most students were engaged while watching despite the slower-paced, black-and-white format and that it depicted all three of the group values of the SCM: collaboration, common purpose and controversy with (and without) civility. Students also observed key leadership behaviors based on the actions of juror #8, who turned the tide of the film through his courage, influence and congruence of values throughout the jury deliberation process. Originality/value: 12 Angry Men highlights the benefits of using film to teach hard-to-grasp leadership concepts involving group dynamics, standing up for your beliefs and the notion of “change” having a snowball effect. Despite being a film shot in an entirely different time period in American society, students nonetheless were captivated by the film’s powerful depiction of the nuances of group dynamics, which makes 12 Angry Men both original and valuable to use in leadership education.
Exploring connections between awe and humility development: a case study of undergraduate students’ perceptions of awe-inspiring experiences in leadership education
Council, Austin; Olowoyo, Olamide (Emerald, 2025-10-14)
Purpose: The purpose of this study was to explore how experiences of awe contribute to the development of humility among students in a leadership education context. Design/methodology/approach: We adopted a qualitative case study and phenomenological approach to explore how students in an introductory leadership course experienced awe and humility. Qualitative data were collected through an open-ended survey from n = 61 students, based on their prior knowledge of humility, awe and leadership from a module introduced earlier in the semester. Coding followed two strategies based on the assignment prompt, the type of awe and inductive approach, drawing on students' words and phrases. Findings: Our findings suggest a notable connection between awe and humility, as evident in the students' responses. Students described experiences that fit under each of the “eight wonders of life,” such as moral beauty, collective effervescence, nature and epiphany. Findings also show that these awe-inducing experiences challenged students intellectually, causing them to reconsider their perspectives and be open to thinking about their lives in new ways. These experiences also inspired gratitude and encouraged a deeper focus on others and the community. Originality/value: Going beyond teaching the theories of leadership and toward virtues, character and self-transcendent emotions may allow students to go deeper in their leadership education and gain more holistic and introspective insights into their motivations, desires and values that drive their leadership.
Together, We Triumph: Transdisciplinary and Transnational Leadership to Global Poverty Reduction
Kaufman, Eric K.; Tian, Qingyan; Colvin, Robert (2025-10-17)
Poverty has persisted throughout human history, remaining the No. 1 UN Sustainable Development Goal: No Poverty. Today, over 4 billion people lack protection from extreme poverty, and in the U.S., one in six children (17%) live in poverty. Progress made before COVID-19 has been reversed, underscoring the need for collective and sustainable leadership. Eradicating poverty requires transdisciplinary, global-local approaches. Inspired by Burns’ call for leadership studies to “break the vicious cycle of poverty,” this panel of scholars from five disciplines and five countries will share ongoing work, cultural perspectives, and research challenges in poverty reduction. The session will invite audience insights to foster leadership solutions. Additional Details: Poverty remains one of the most persistent global challenges, affecting over 4 billion people worldwide (UN SDG 1: No Poverty). In the United States, one in six children (17%) lives in poverty, with the Census Bureau reporting some counties experience rates exceeding 40%. The COVID-19 pandemic reversed decades of progress in poverty reduction, exposing vulnerabilities in global strategies and policies. This challenge is deeply interconnected and can only be addressed collectively, through strong and sustained international cooperation guided by trust and solidarity for the benefit of all. Traditional single-disciplinary and universalist approaches have proven inadequate. Addressing global poverty requires transdisciplinary, global-local, and cross-sectoral leadership, capable of integrating diverse perspectives, resources, and cultural insights. Inspired by James MacGregor Burns’ call for leadership studies to break the vicious circle of poverty, this panel convenes scholars from five disciplines (leadership studies, education, economics, political science, and computer science) and five countries (China, the U.S., India, Egypt, and Switzerland). The discussion will focus on: (1) Interdisciplinary and global-local leadership strategies for poverty alleviation, (2) Theoretical and methodological challenges in transdisciplinary and transnational leadership research, and (3) Practical strategies to overcome research, funding, and policy barriers. The panel invites the audience to engage in defining a framework for poverty reduction leadership, integrating diverse disciplinary and cultural perspectives. Session Goals 1. Highlight the role of transdisciplinary and global-local approaches to leadership in global poverty reduction. 2. Identify key challenges and impacts of transdisciplinary and global-local approaches in poverty reduction leadership. 3. Engage the audience in developing collaborative strategies for sustainable impact. 4. Advance a framework for leadership in poverty reduction, integrating diverse disciplines and cultures. Panelist Perspectives Each panelist brings a unique disciplinary and cultural lens, ensuring a dynamic and cross-sectoral discussion: - Leadership studies: Global collaboration in leadership for poverty reduction. - Education and leadership: The role of education in mobilizing communities for systemic change. - Computer science: Technology and AI for economic mobility and leadership effectiveness. - Political science: Human rights, governance, and policy frameworks. - Economics: Economic policies and financial inclusion strategies. Session Structure Step 1: Panelist Contributions (25 minutes) Panelists will introduce their disciplinary and cultural perspectives on poverty reduction: - Country-specific insights: Leadership responses to poverty in China, the U.S., India, Egypt, and Switzerland - Disciplinary contributions: How leadership, education, economics, political science, and computer science shape anti-poverty strategies - Challenges and opportunities in conducting transdisciplinary and transnational international research, including: collaboration across global, national, local, sectoral, institutional, cultural, and disciplinary boundaries; theoretical and conceptual integration; methodology; research publication; and ethical considerations. Step 2: Audience Engagement (35 minutes) The panel will facilitate interactive discussion through the following methods: 1. "You’re the Leader" Scenario Exercise. Audience members navigate a leadership dilemma related to funding and ethics in poverty reduction. Small-group discussions and real-time polling will capture diverse strategies. 2. Live Poll: Funding Priorities. If you had $10M to invest in poverty reduction, where would you allocate it? Options include education, healthcare, entrepreneurship, technology, and policy reform. Panelists will compare audience responses with global funding trends. 3. Cross-Cultural Perspectives Lightning Round. Attendees share 30-second insights on barriers to poverty reduction in their regions. Panelists will respond and analyze trends. 4. "What Would You Ask a Global Leader?" Audience members submit questions for world leaders on poverty reduction leadership. Panelists will engage with selected questions, providing practical insights. 5. Call to Action: The Future of Poverty Reduction Leadership. Attendees contribute a key term or strategy via a live word cloud. Panelists will reflect on emerging themes and develop an action plan. Why This Panel? This session aligns with the ILA 2025 theme: Leading Together. Leadership today is a collective pursuit, requiring collaboration across disciplines, sectors, and cultures to address complex, interdependent challenges. Leadership for poverty reduction matters because traditional top-down approaches fail to address systemic poverty. Polycrisis conditions (economic instability, climate change, global health crises) demand inclusive leadership. New leadership paradigms—trust-based, participatory, and transdisciplinary—are essential for sustainable solutions. This panel will explore how leadership can drive systemic poverty reduction, addressing conceptual, methodological, and practical challenges in transdisciplinary research. Conclusion: A Collective Leadership Vision for Change Eradicating global poverty requires collaborative, interdisciplinary leadership that transcends national and disciplinary boundaries. This panel will engage scholars, practitioners, and audience members to explore new frameworks, innovative research approaches, and cross-sector partnerships for systemic poverty alleviation. By the end of the session, participants will gain a deeper understanding of leadership’s role in poverty reduction, as well as insights into research challenges and solutions in transdisciplinary and cross-cultural settings, while uncovering opportunities for collaboration with global scholars and practitioners. Together, we can redefine leadership in poverty reduction and create a more equitable future.
What is the Best Leadership Approach for Poverty Reduction?
Kaufman, Eric K.; Poudel, Sonika (International Leadership Association, 2025-10-18)
Despite efforts to address poverty, it remains a significant challenge both globally and in the United States. This study focuses on leadership strategies employed by civic organizations to address poverty. Interviews with 14 representatives from various civic organizations reveal three key themes: poverty as a systemic challenge, progress through participatory leadership, and humble leadership as a way forward. This research presentation will delve into the different nuances of poverty and how effective leadership might alleviate it. Participants will learn how various leadership approaches, especially humble leadership, impact the success of poverty reduction efforts.
From Concept to Classroom: Developing Digital Workforce Readiness Badges
Carmichael, Celeste; Adeoye, Samson; Coartney, Jama S.; Westfall-Rudd, Donna M.; Seibel, Megan M.; White, Amy; Friedel, Curtis R.; Oyedare, Israel; Kaufman, Eric K. (North American Colleges and Teachers of Agriculture, 2025-10-02)
The evolving demands of the agricultural workforce require skills beyond traditional technical expertise, including communication, teamwork, adaptability, and self-management. These employability skills are critical for fostering innovation and addressing the complexities of modern agriculture. In support of helping community college faculty to address these needs, the Agriculture Workforce Training for Collaborative Leadership (AWT4CL) project developed digital badges for workforce readiness. The project emphasizes the importance of prior knowledge activation and engaging tools to support skill development, drawing from frameworks like collaborative leadership, experiential learning, and gamification. As part of the formative evaluation process, community college faculty members described their experiences and observations of their students. Early discussions with stakeholders noted aneed to help students understand the link between classroom content, co-curricular experiences, and employability skills. The AWT4CL team created digital badges focused on specific employability skills to help students recognize, develop, and demonstrate critical workforce competencies. This paper documents the development process, including stakeholder engagement and formative program evaluation methods that informed the iterative design of the badges.
Documenting Engaged Learning: Digital Learning Badges and Community Impact
Coartney, Jama S.; Kaufman, Eric K. (2025-10-08)
This roundtable explores digital learning badges as a tool for recognizing non-traditional learning and empowering community engagement. Participants will examine how badges can bridge educational gaps, support community development, and enhance partnerships between universities, nonprofits, and civic organizations. Collaborative dialogue will delve into co-creating systems for documenting and celebrating learning.
Beyond the Ivory Tower: Humility as a Virtue for Engagement
Council, Austin; Kaufman, Eric K. (2025-10-09)
This interactive workshop explores how leader-centered outreach in higher education can hinder authentic community engagement. Participants will reflect on humility as a leadership virtue, evaluate current outreach models, and re-imagine university-community partnerships to foster mutual respect, learning, and impact through a more balanced and service-oriented approach.
Lessons Learned from the National Collaborative for Research on Food, Energy, and Water Education
Scherer, Hannah H. (2025-09-30)
Dr. Scherer’s presentation is for those looking to build and strengthen collaborative relationships, as it will provide a valuable look into the practical lessons learned from her experience with the NC-FEW project. This talk will focus on the successes and challenges of collaboration, serving as a motivating talk to encourage future group partnerships.
The Food-Energy-Water Nexus: An Organizing Framework for Supporting Secondary Teacher Agricultural Literacy and Socio-Ecological Systems Thinking
Scherer, Hannah H.; Westfall-Rudd, Donna M. (2025-10-02)
Psychological Safety & Teaming
Kaufman, Eric K. (2025-09-30)
Description of workshop for Virginia Tech University Libraries Supervisors Group: "In this session, we will learn how to create positive workplace cultures as a foundation for effective team building. Through facilitation of LEGO Serious Play, Dr. Eric Kaufman will guide discussion of the roles that leaders play in supporting, mentoring and advocating for those on their team. Specific objectives include: (1) Recognize the conditions that allow teams to thrive, (2) Examine factors that contribute to psychological safety in teams, (3) Explore strategies for effective team building, and (4) Identify opportunities for personal contributions to teaming."
Poverty Reduction Through Partnership: The Role of Collaborative Civic Leadership
Poudel, Sonika; Kaufman, Eric K. (Midwest Public Affairs Conference (MPAC), 2025-09-20)
Despite national efforts to address poverty, it remains a significant challenge in the United States. This study focuses on leadership strategies employed by civic organizations in [state] to address poverty. Using a qualitative approach, the research explores how leadership influences poverty reduction. It studies the existing systemic barriers, organizational dynamics, and leadership approaches that can be most effective in addressing poverty in the communities. Interviews with 14 representatives from various civic organizations reveal three key themes: poverty as a systemic challenge, progress through participatory leadership, and humble leadership as a way forward. Findings suggest that effective poverty reduction requires collaborative efforts, active listening, selflessness, empathy, and community-driven leadership. These insights contribute to understanding how leadership can be leveraged to address complex social issues of poverty and provide a framework for applying these strategies in similar contexts.
Findings Report: Qualitative Codebook for NC-FEW Disciplinary Workshop Study
Scherer, Hannah H.; Lombardi, Doug (2025-09-02)
The Food-Energy-Water (FEW)-Nexus provides a context for education that supports understanding the complex intersections among food, energy, and water systems, and promotes socio-ecological systems thinking and decision-making about natural resources and sustainability challenges. Using perspectives from participants in education workshops and existing literature, we explored the foundations of an integrated framework that can inform both educational practice and educational research within the FEW-Nexus. These foundations include ontological (thoughts about the socio-ecological systems aspects of the FEW-Nexus) and epistemological (thoughts about education and educational research of the FEW-Nexus) dimensions. Using these dimensions, we probed deeply into workshop participants’ responses using thematic content analysis.
Workshop Resources for Improving Food-Energy-Water-Nexus-based Education: Defining new research directions from problems of practice
Scherer, Hannah H.; Romulo, Chelsie; Sintov, Nicole; Lombardi, Doug; Chaudhary, Anil Kumar; Wang, Hui-Hui (2025-09-03)
Throughout 2024, the National Collaborative for Research on Food, Energy, and Water Education (NC-FEW) held workshops at annual conferences of professional and academic associations with an aligned interest in the Food-Energy-Water (FEW) Nexus. Additionally, NC-FEW leadership hosted a virtual version of the workshop which was open to anyone interested in attending. The aims of these workshops were to 1) broaden participation in NC-FEW from across different disciplines and 2) solicit information about FEW Nexus education from the perspective of educators in diverse disciplines. This resource was developed by the NC-FEW Leadership Team in March 2024 for adaptation and use by NC-FEW members who led these workshops. Artifacts from the workshops were archived for analysis as part of a research study.
Growth-based grading: A non-traditional approach to grading in leadership education
Sunderman, Hannah M. (Association of Leadership Educators, 2025-09-08)
Purpose: A principal pursuit of higher education in the United States is fostering critical thinking, application and empowerment among students. However, a gap exists between this pursuit and traditional grading structures, which can restrict students’ thinking and motivation in pursuit of grade achievement. Therefore, the current pedagogy manuscript describes the development, implementation and evaluation of one system of non-traditional grading, growth-based grading (GBG), within leadership education. Design/methodology/approach: GBG emphasizes students’ self-assessment of their learning in collaboration with the instructor. Specifically, GBG utilizes complete/incomplete assignments, heavy feedback and reflective portfolios to document course engagement and encourage students’ metacognition. GBG was implemented over five courses at two large, land-grant institutions. Participants (N = 83) completed a survey evaluating their perceptions of GBG in comparison to traditional grading. Findings: Quantitative survey results revealed a significant difference between perceptions of GBG and traditional grading with participants perceiving GBG more favorably than traditional grading. Open-ended survey responses emphasized that GBG reduced stress while enhancing focus on class content, learning and creativity. Participants also shared critiques of and suggestions for GBG, including providing more feedback on performance. Practical implications: Curricular leadership educators are urged to regard grading as foundational to pedagogy, interrogating if and how assessment structures align with content, learning objectives and overarching beliefs about leadership education. Originality/value: The field of leadership education has actively explored instructional practices and pedagogy; yet, grading structures, although a significant component of students’ curricular experience, have largely been absent from inquiry.
The Forgotten Half of Team Science: Elevating Followership for Scientific Collaboration and Innovation
Kaufman, Eric K. (International Network for the Science of Team Science (INSciTS), 2025-07-29)
Scientific progress thrives on effective collaboration, yet much of the focus in team science remains on leadership, often overlooking the essential role of followership. This presentation will explore the critical yet underappreciated function of followership in team science, arguing that successful research collaborations require not only effective leadership but also engaged, adaptive, and proactive followership. The traditional paradigm of team science emphasizes principal investigators and research leads, positioning leadership as the primary driver of collaboration. However, emerging research suggests that followership is equally vital in shaping team dynamics, facilitating knowledge integration, and ensuring that collaborative efforts translate into meaningful scientific advancements. Followership is not a passive role but an active process of engagement, influencing team cohesion, research productivity, and innovation. Drawing from insights in followership theory, we will discuss key dimensions of followership, including co-creation, adaptability, and accountability—qualities that contribute to a team’s ability to navigate complex research environments. We will also explore the Möbius Strip metaphor, which depicts leadership and followership as fluid and interconnected rather than hierarchical, providing a more accurate representation of team science dynamics. This perspective shifts the conversation from an outdated leader-follower dichotomy to a more nuanced understanding of collaborative agency. Additionally, findings from recent studies suggest that strong followership is directly linked to improved knowledge sharing, conflict resolution, and shared decision-making in research teams. Yet, most training programs and institutional policies focus exclusively on leadership development, neglecting the equally important need to cultivate effective followership. By shifting this imbalance, institutions and funding agencies can foster a more holistic approach to team science training and capacity-building. The session will present three key strategies for integrating followership into team science frameworks: (1) Followership Training – Offering structured training modules that equip team members with the skills to engage in constructive dissent, support collaborative leadership, and take initiative in research processes. (2) Recognition and Reward Systems – Encouraging research institutions and funding agencies to recognize and incentivize followership contributions, through mentorship, collaboration, and cross-disciplinary integration. (3) Cultural Shift in Team Science – Promoting an organizational culture that values reciprocal leader-follower dynamics, enabling teams to harness the full potential of collective intelligence. In conclusion, advancing team science requires more than effective leadership—it demands a redefinition of what it means to contribute to scientific collaboration. Followership, when understood and cultivated, serves as the backbone of successful research teams. By fostering strong followership alongside leadership, the scientific community can unlock new levels of collaboration, creativity, and impact. This session aims to bridge the gap in current discourse, advocating for a model of team science that fully acknowledges and supports followership as a core component of research success.
A Closer Look at the End of Leadership: A Digital Followership Collection for Leadership Education
Kaufman, Eric K.; Oyedare, Israel; Haugen, Inga (2025-07-15)
Undoubtedly, the field of leadership has experienced a significant shift in recent years. As followership studies and research gain increasing attention, there is a growing call to prepare for its continued development. Thus, Virginia Tech, through a mini-grant and two years of research, is building a digital followership collection with the goal of supporting and advancing the field. This session will introduce participants to the platform, share its potential benefits across contexts, and demonstrate how artificial intelligence interfaces with the digital followership collection.
Building Leadership Capacity: Digital Badges as a Tool for Workforce Development
Kaufman, Eric K.; Coartney, Jama S.; Westfall-Rudd, Donna M.; Seibel, Megan M.; Friedel, Curtis R.; Carmichael, Celeste; White, Amy; Oyedare, Israel (2025-07-13)
Leadership education is evolving to meet the demands of an increasingly complex workforce. Digital badging presents an innovative approach to recognizing and assessing leadership competencies, providing students with verifiable credentials that demonstrate their readiness for professional roles. The Agriculture Workforce Training for Collaborative Leadership (AWT4CL) project has designed a digital badging system to enhance students’ employability skills in alignment with the competencies identified by the Association of Public and Land-grant Universities (APLU). These badges focus on key areas such as communication, decision-making, professionalism, and leadership. The AWT4CL badge structure integrates interactive learning activities with reflective assessments, equipping students with durable skills essential for career success. This poster will highlight the digital badge framework, share insights from pilot implementations with community college faculty, and discuss strategies for increasing industry recognition of these credentials. By engaging educators, administrators, and industry partners, this initiative aims to bridge the skills gap and support workforce readiness in agricultural careers.

Browse

Recent Submissions