Scholarly Works, Agricultural, Leadership, and Community Education
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Research articles, presentations, and other scholarship
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- Followership in Focus: Exploring Relationships, Impact, and Adaptive StrategiesKaufman, Eric K.; Korbal, Edward; Oyedare, Israel; Read, Basil; Rossi, Stephanie; Shufutinsky, Anton (International Leadership Association, 2024-11-08)This session brings together three critical explorations of followership, a field often overshadowed by leadership studies. We will examine emerging themes from international followership discussions, the intricate dynamics of the Leader-Follower-Fellow (LFF) relationship and its impact on organizational culture, and the importance of adaptive followership in ensuring the success of new leaders. Attendees will engage with cutting-edge research and frameworks that challenge traditional notions of followership and underscore its significance in shaping effective leadership.
- ALCE Strategy for Peer Review of TeachingKaufman, Eric K. (2024-11-13)Facilitated workshop for Virginia Tech's Department of Agricultural, Leadership, and Community Education.
- A Systems Thinking Approach to Eliminating Rural-Urban Youth Out-Migration and its Effect on the Agricultural Sector in NigeriaOyedare, Israel; Kaufman, Eric K.; Ojo, Emmanuel O.; Spence, Jessica R. (2024-04-24)The purpose of this presentation is to outline a systems thinking approach, in the form of an agricultural capacity building program for youth, that has the potential to eliminate the problem of rural outmigration in Nigeria and countries experiencing similar issues. The objectives are to: Help the audience understand the importance of systems thinking in tackling rural out-migration. Provide insights on the planning and implementation of agricultural capacity building programs for youth. Provide insights about humanistic learning theory.
- Leading in Place with Teams: Claim Your RoleKaufman, Eric K. (2024-10-18)Workshop for the Provost's Leadership Development Program: 2024-25 Leading in Place Cohort. In this session we will learn how to create positive workplace cultures as a foundation for effective team building. We will discuss the process of team building, and the roles that leaders play in supporting, mentoring and advocating for others.
- Maximizing the role of undergraduate teaching assistants (UTAs) to match signature pedagogies in leadership educationHastings, Lindsay; Sunderman, Hannah M.; Knopik, Nick (2024-03)Purpose: The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom. Design/methodology/approach: We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education. Findings: The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs. Originality/value: In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.
- A turning point: utilizing responsive interviewing and graphing as meaning-making techniques to develop leader identityOrsini, Jonathan; McCain, Kate D.; Sunderman, Hannah M. (Emerald, 2024-04-19)Purpose: The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students. Design/methodology/approach: The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making. Originality/value: We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.
- Strategies for Public Sharing of Our ScholarshipKaufman, Eric K. (2024-09-11)Workshop for Virginia Tech's Department of Agricultural, Leadership, and Community Education
- Leadership identity development, meaning making, and the intersection of marginalized social identities: A scoping reviewOrsini, Jonathan; Sunderman, Hannah M. (2024-04)Purpose: The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities. Design/methodology/approach: A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain. Findings: More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities. Originality/value: As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.
- Measuring Generativity among Emerging Adults: Advancements and ApplicationsSunderman, Hannah M.; Hastings, Lindsay J.; Sellon, Addison (Wiley, 2024-05-15)Despite being seen as a midlife construct, generativity (i.e., care and concern for the next generation) has significant utilization among emerging adults. However, the measures developed and recommended by seminal scholars to research generativity have had challenges when applied to the emerging adult population. Therefore, the current article outlines the history of generativity measurement, generativity measurement among emerging adults, recommendations for utilizing generativity measures in practice, and future research directions for generativity measurement among emerging adults.
- Integrating worthiness with leader identity development for college studentsOrsini, Jonathan; Sunderman, Hannah M.; McCain, Kate D. (Wiley, 2024-05-14)While leader identity development (LID) and meaning making are interwoven and essential for student development, little research has explicitly explored their intersection. In this article, we briefly summarize the work of two research projects that explored the intersection of LID and meaning making, including a review of the findings that "worthiness" is a central component of the LID process among college students. Next, we propose an Input-Process-Worthiness-Outcome model for LID that highlights the centrality of worthiness, conceptualizing inputs as developmental experiences; processes as meaning making, and outcomes as personal development. Finally, we close with a review of the scholarship behind the concept of worthiness and point out future research directions that require exploration regarding worthiness in LID, particularly among college students.
- Farm Financial Risk Management Series Part III: Introduction to Farm Planning BudgetsMorgan, Kim; Callan, Peter; Mark, Alyssa; Niewolny, Kimberly L.; Nartea, Theresa; Scott, Kelli; Hilleary, James; Li, Yanggu; Bovay, John (Virginia Cooperative Extension, 2022)There are many factors to consider before starting a new farm enterprise. Financial management is an important component in the startup and decision-making processes for beginning farmers. The purpose of this series of publications is to inform Virginia agribusiness owners and managers about farm financial risk management tools, techniques, and resources available to help them prepare and use a financial systems approach for their operations. The information provided in this publication is expected to improve manager decision-making by providing a better understanding of the value of constructing financial statements and planning budgets to help them manage risks associated with the financial aspects specific to the agriculture industry. The topics covered in this resource are not all-inclusive, but after reading this publication, beginning farmers should be prepared to move forward in planning for their farms. The accompanying parts in the series include “Farm Financial Risk Management Series Part I: Overview of Financial Systems for New and Beginning Farmers” (Virginia Cooperative Extension publication AAEC-114P (AAEC-296P)), and “Farm Financial Risk Management Series Part II: Introduction to Farm Financial Statements” (Virginia Cooperative Extension publication AAEC-115P (AAEC-297P)). A compilation of excellent resources that includes examples, how-to videos, and training resources is included in the appendix at the end of this publication. For questions about this or other farm startup topics, contact the local Virginia Cooperative Extension office or visit the Virginia Beginning Farmer and Rancher Coalition Program website at www.vabeginningfarmer.org.
- 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.
- Extension Advisory Committees & the Spectrum of Community EngagementKaufman, Eric K. (2024-08-20)Workshop on Extension advisory committees for University of Maryland Area Extension Directors.
- Exploring Collegiate Co-Teaching in Leadership Education for Faculty Development and Student SuccessMcCain, Kate; Sunderman, Hannah M.; Council, Austin; Kaufman, Eric K.; Walz, Jerald H.; Friedel, Curtis R. (2024-07-15)Models and practices of co-teaching have been extensively studied in K-12 and teacher education contexts; however, the application and impact at the university level remains limited. Collegiate co-teaching transcends traditional instructional paradigms. Aligned with the Scholarship of Teaching and Learning (SoTL), co-teaching becomes a vital facet of faculty development, (Cordie et al., 2020) and student outcomes (Beck & Heck, 2007; Lock et al., 2018). This panel delves into the overlooked realm of co-teaching within higher education, specifically leadership courses, showcasing different approaches and examining the associated benefits for both students and faculty. To our knowledge, there is no literature on co-teaching specifically within leadership education. Panelists will shed light on innovative co-teaching strategies employed in leadership courses for pedagogical and professional mentoring purposes. The panel will also provide valuable insights into this powerful tool for faculty development and student engagement in leadership education. Specifically, participants will (1) learn about different examples of collegiate co-teaching in leadership education, (2) understand the benefits of co-teaching from a student and instructor perspective, and (3) engage in an interactive discussion to explore implementing co-teaching practices into their courses.
- Exploring Students’ Definitions of Leadership: Implications for Leadership EducationOlowoyo, Olamide; Council, Austin; Kaufman, Eric K. (2024-07-14)Leadership has gained prominence over time as a subject of scholarly inquiry. Its evolving nature and dynamism, coupled with different perspectives and views of individuals, call for continuous research. Understanding how individuals perceive leadership particularly students who are future leaders is germane for leadership education in our ever-changing world. This study explores students’ perspectives and definitions of leadership and the implications of these for leadership development. Such insights can help shape leadership education programs to better align with students’ needs and aspirations. The study analyzed 709 responses from undergraduate students who applied to an interdisciplinary leadership minor at Virginia Tech between 2015 and 2022. Employing a qualitative approach, this research explores the diverse definitions and conceptualization of leadership provided by the students. Through a thematic analysis of students' definitions of leadership, the findings reveal support for the four waves of leadership: heroic, relational, pluralistic, and leadership-as-practice. This study highlights the importance of engaging students’ perspectives when developing leadership programs, introducing a class activity for leadership educators to apply the research findings. By aligning leadership development programs with students’ perspectives, leadership educators and educational institutions can promote efficient and relevant leadership experiences that will empower students to be effective future leaders.
- Youth Leadership Programs and Socio-Economic Development: The Case of NigeriaOyedare, Israel; Kaufman, Eric K.; Abisoye, Oyinkansola; Ogunniyi, Tolulope; Dauda, Zakariya'u; Omogiate, Daborah; Adedayo, Mary; Adeniyi, Israel (2024-07-14)For a long time, the notion that youth are the bedrock of the society and leaders of tomorrow has been a widely adopted belief by many, particularly in developing countries like Nigeria; however, only limited development has been experienced regarding improvements in the socioeconomic status of Nigerian youth. This research exposes some of the socio-economic issues affecting youth and highlights potential approaches to mitigating them. Moreover, the research acknowledges the impact of government initiatives and non-governmental youth leadership development programs have on the socio-economic condition of Nigeria. Findings from the literature review conducted revealed that present youth leadership development programs are narrow-focused, specialized majorly on food security and agriculture with lesser emphasis on non-agricultural sectors, and with short-term impacts. The authors recommend that youth leadership development should be deliberately and comprehensively planned and structured in a way that long-term impacts for both the individual youth and the nation are achieved. This poster presentation is a final research project completed by participants of a leadership research training program organized by the Teens and Youth in Leadership (TYIL), a leadership education focused non-governmental organization based in Nigeria.
- State Administrators’ Perspectives on the Environmental Factors Facing Cooperative ExtensionElliott-Engel, Jeremy; Westfall-Rudd, Donna M.; Kaufman, Eric K.; Seibel, Megan M.; Radhakrishna, Rama (American Association for Agricultural Education, 2024-06-30)Cooperative Extension is a complex organization with a mission to deliver research from the Land-Grant University to all U.S. communities. To inform the direction for organization adaptation, this qualitative study investigated Extension administrator perspectives of the environmental factor changes facing the organization. Findings reveal that Extension needs to respond to shifts in funding and clientele demographics. Organizational adaptation can cause long-term stakeholders to fear loss and act against the organization. Administrators must be responsive to traditional stakeholder concerns and build a shared understanding of the mission to reduce shifting focus friction and facilitate the organization adaptation necessary for survival.
- Projecting Food Insecurity in Southwest VirginiaHamilton, Nicholas; Jones, Mia; Gard, Emily; Zimmerman, Piper; Chen, Susan; Cary, Michael; Kaufman, Eric K. (2024-07-25)Food insecurity is a socioeconomic condition in which a household does not have access to enough nutritious food to sustain a healthy lifestyle for all its members. In Virginia, food insecurity rates are highest in the southwest region of the state. This project aims to support food banks, including Feeding Southwest Virginia, by simulating food insecurity rates through 2027 in Southwest Virginia. Drawing from the literature on food insecurity, we selected relevant variables related to food insecurity from the American Community Survey and Bureau of Labor Statistics data. These variables were then forecasted at the county level using a time series forecasting model. The historical data was used to train a machine learning model which utilizes these factors to predict food insecurity rates. The forecasted data was then fed into the machine learning model to create projected food insecurity rates across Southwest Virginia. In addition to projecting food insecurity rates, we simulated future scenarios by altering the values for key factors individually. We displayed these findings on an online interactive map that allows the user to compare the food insecurity rates for each county or city by year and see the changes between years. The user can also see the locations of farmers markets, grocery and dollar stores, and food distribution centers in the area to consider their potential impact. This map will serve as a tool for Feeding Southwest Virginia in determining their resource allocation and to demonstrate the need for more aid in particular areas.
- How Do We Talk About Followership? Uncovering Emerging Followership Discourses through World CaféOyedare, Israel; Kaufman, Eric K. (2024-07-15)Until recently, research and discourses on followership have been commonly written from the standpoint of leadership. Even so, there have been arguments against the popularity of followership as an independent field of study and research. Nevertheless, many scholars and practitioners are beginning to immerse themselves in the study of followership, its discourse, and related dynamics. Using the World Café approach for data collection, this study uncovers emerging followership themes and discourses from participants of three professional conferences: the Global Followership Conference, the Association of Leadership Educators annual conference, and the International Leadership Association global conference. Data retrieved from the participants were coded thematically and findings revealed that emerging followership discourses may be categorized into three themes: “Maintaining,” “Reframing,” and “Transforming.”
- Integrating Employability Skills Into Agricultural Courses Using the PDSA Model of ImprovementCoartney, Jama S.; Kaufman, Eric K.; Westfall-Rudd, Donna M. (2024-06-27)More than a decade ago, the National Research Council (2009) challenged agricultural teachers to transform their relationship to the global food and agricultural enterprise. With this in mind, Auger (2019) made an important observation: “Some skills are more lasting. Skills like leadership, collaboration, and communication” (para 4). These employability skills are of critical importance to agriculture’s workforce (Crawford & Fink, 2020), and research suggests they are “more difficult to train for” (D2L, 2019, p. 4). Agricultural educators must find ways to incorporate employability skills into classes so that teaching and learning can take flight, soaring to new heights. To improve agricultural courses, our workshop introduces the Plan, Do, Study, Act (PDSA) model for improvement (Langley et al., 2009). It is a strategy to pilot, evaluate, and implement changes to courses. PDSA provides a cyclical process, based on the scientific method, to support data-driven continuous quality improvement. It also provides a strategy for post-secondary teachers of agriculture to improve the scholarship of teaching and learning. This workshop is one of the results of a collaboration between a four-year program, technical program, and community college. Workshop objectives are to improve agricultural courses by (1) providing a simple, effective improvement process tool—PDSA, (2) reviewing PDSA examples that integrate agriculture and employability skills, and (3) practicing the PDSA model. Participants can practice the PDSA process with their own courses. Interactive activities include (1) reviewing examples done by other agriculture educators, (2) sharing ideas on how to blend employability skills into existing courses, (3) drafting an actual PDSA plan, and (4) discussing how this approach might transfer to other agricultural teaching experiences. PDSA provides a simple, powerful tool and strategy to continuously improve teaching and learning. This workshop introduces how to use PDSA to integrate employability skills into the scholarship of teaching and learning. References: Auger, J. (2019, May 6). Soft skills — not technical ones — should be the focus of upskilling initiatives. Training Industry. https://trainingindustry.com/blog/workforce- development/soft-skills-not-technical-ones-should-be-the-focus-of-upskilling-initiatives/ Crawford, P., & Fink, W. (2020). Employability skills and Students critical growth areas. NACTA Journal, 64, 132-141. D2L. (2019). The future of skills: In the age of the 4th industrial revolution. https://www.d2l.com/future-of-work/ Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. (2009). The improvement guide: A practical approach to enhancing organizational performance (2nd ed.). Jossey-Bass. National Research Council. (2009). Transforming agricultural education for a changing world. National Academies Press. https://doi.org/10.17226/12602