Scholarly Works, Agricultural, Leadership, and Community Education
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- Unpacking the Complexities of International Learning: Reflections from East AfricaCouncil, Austin; Thompson, Joshua; Emmett, Robert; Hammett, A. L. (Tom) (2024-02-08)International education is complex and fraught with nuances, especially in the context of Africa, a continent that has been historically exploited and continues to be absent from many western curricula. Therefore, it is important to critically attend to the dynamics facing communities we interact with abroad. In June 2023, a group of Virginia Tech instructors, professors, graduate students, administrative/professional faculty and Virginia public school educators embarked on a cross-cultural, professional learning experience to Tanzania and Kenya as part of the Virginia Tech East Africa Summer Institute for Educators.
- Social Capital’s Role in Leading Teams Through ChangeKaufman, Eric K. (2024-02-28)Guest lecture for Virginia Tech's LDRS 5544 class on "Leading Teams Through Change."
- A Scoping Review of Food Systems Governance Frameworks and Models to Develop a Typology for Social Change Movements to Transform Food Systems for People and Planetary HealthKraak, Vivica; Niewolny, Kimberly L. (MDPI, 2024-02-09)Effective governance is essential to transform food systems and achieve the United Nations (UN) Sustainable Development Goals 2030. Different political ideologies and paradigms inhibit or drive social change movements. This study examined how food systems governance has been described. Thereafter, we reviewed graphic frameworks and models to develop a typology for civil society actors to catalyze social change movements to transform food systems for people and the planet. The scoping review involved (1) formulating research questions; (2) developing a search strategy to identify evidence from four English-language electronic databases and reports, 2010–2023; and (3–4) selecting, analyzing, and synthesizing evidence into a narrative review. Results yielded 5715 records, and 36 sources were selected that described and depicted graphic frameworks and models examined for purpose, scale, political ideology, paradigm, discourse, principles, governance, and democracy. Evidence was used to develop a graphic food systems governance typology with distinct political ideologies (i.e., neoliberal, reformist, progressive, radical); paradigms (i.e., maintain, reform, transition, transform); discourses (i.e., food enterprise, food security, food justice, food sovereignty); types of governance (i.e., multistakeholder, shared, self); and democracy (i.e., representative, participatory, deliberative). This proof-of-concept typology could be applied to examine how change agents use advocacy and activism to strengthen governance for sustainable diets, regenerative food systems, and planetary health.
- Courageous Followership in Support of VCE's MissionKaufman, Eric K.; Oyedare, Israel (2024-02-07)VCE has an ambitious mission, and its fulfillment requires active engagement of all VCE personnel. Courageous Followership offers a new model for the follower role that provides dynamic support for leaders but does not hesitate to constructively question or challenge directives that conflict with the common purpose. Similarly, the concept of Intelligent Disobedience provides guidance for conscious decision-making when faced with an order than may be inappropriate, particularly considering issues that may be in the "blind spot" of a leaders view. This workshop will be an introduction to these complementary frameworks, as well as related resources for effective collaboration among VCE professionals in pursuit of the organizational mission.
- Adoption of Humanistic Pedagogy to Leadership Education in Higher EducationOyedare, Israel; Kaufman, Eric K. (2024-02-08)The leadership education and development of students and young professionals have become a composite focus area for many higher institutions, particularly business schools (Allen et al., 2022). This has consequently inspired an increase in research on the different approaches and frameworks for teaching leadership to students (Allen et al., 2022; Watkins et al. 2017). The use of humanistic pedagogy in leadership education is an approach that puts to perspective the four important viewpoints in teaching leadership - the educator, student, learning procedures, and learning circumstances - but places more emphasis on the human or humane end of the learning process and perceptions students hold about the world (Javadi & Tahmasbi, 2020; Purswell, 2019). Allen et al. (2022) asserted that relevant leadership skills such as problem-solving, relational, change, and innovation skills require a variety of humanistic approaches for students to fully embrace and internalize them. This approach prioritizes students' learning on the value of their self-identity and focuses on their full development (Rustan Effendi et al., 2020). Integral to humanistic pedagogy is the human learning theory that has its roots in the psychological study and observation of the individual student and their relationships with the learning environment (Purswell, 2019). Johnson (2014) asserted that this theory pays attention to the affective dimension of students such as their self-concept, individual values, and emotions; which are a natural extension of how they perceive and learn leadership. A conceptual review of selected literature revealed the following characteristics of humanistic learning theory: - Emphasis on the formation of the human values of students, the educators' ability to understand the student, the attention of educators to the emotions of students during a learning process, and the involvement of students throughout this process (Tolstova & Levasheva, 2019). - Prioritises these four elements - confidence in progress, reasons, inclusiveness, and focus on individualism (Rustan Effendi et al., 2020). - Giving students opportunities to take an interest in what is to be learned, ensuring self-directed learning, and creating a conducive learning environment (Johnson, 2014). Notably, Allen et al. (2022) posited that using humanistic pedagogy to teach leadership courses in higher education helps students become self-aware of their need for leadership education and value the importance of the concept of self-leadership. This further leads to students finding their purpose in leadership as against seeing leadership as a problem-solving approach (Waddock, 2016). Moreover, an essential aspect of adopting humanistic pedagogy in teaching leadership is that it inspires commitment to lifelong learning among leadership students that extends beyond their college education (Waddock, 2016).
- THE POWER OF THE MICROPHONE: Podcasting as an effective instructional tool for leadership educationCouncil, Austin; Bletscher, Caitlin (Journal of Leadership Education, 2022-10-03)
- Developing human potential: A personal approach to leadershipMatkin, Gina S.; Headrick, Jason; Sunderman, Hannah M. (Pressbooks, 2023-08-01)
- Introduction to Leading from the Middle in Higher Education: MentoringSunderman, Hannah M.; Orsini, Jonathan (Wiley, 2023-11-28)“Leading from the Middle in Higher Education: Mentoring” is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee.
- Intercultural Mentoring in Higher EducationAdebayo, Bolanle; Sunderman, Hannah M. (Wiley, 2023-11-27)Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.
- Assessing and measuring leadership identityHastings, Lindsay J.; Sunderman, Hannah M. (Wiley)This article explores numerous complexities involved in assessing and measuring leadership identity development. It also reviews leader and leadership identity as well as prior attempts to assess leader and leadership identity development. Recommendations for effective assessment and measurement practices when diagnosing development in leader and leadership identity are offered.
- Theory-driven approach to developing socially responsible leadership among college students who mentor: CongruenceSunderman, Hannah M.; Hastings, Lindsay (National Association of Campus Activities, 2023-02)The Social Change Model of Leadership (SCM) is the most widely used student leadership development model in higher education. Therefore, the purpose of the current paper is to share a theory-driven approach to developing Congruence, an individual value of the SCM. We discuss the development and implementation of a two-part virtual leader development intervention focused on college students who mentor K-12 youth. Part One was a virtual, twohour content block in the fall with interactive activities. Part Two was a small-group, virtual meeting in the spring with in-depth discussions. The intervention focused on recognizing congruent leadership and considering a situation from multiple values. The intervention was evaluated based on the learning objectives, and mentors perceived notable growth. The purpose of the current scholarship-to-practice brief is that leadership educators and student affairs practitioners can utilize the curriculum to facilitate and evaluate a Congruence intervention in a curricular or co-curricular setting.
- Assessing and evaluating the impact of leadership mentoring on the collegiate mentorHastings, Lindsay; Sunderman, Hannah M. (2023-05-01)
- Applying methodological innovation to explore generativity development among collegiate leadership mentorsHastings, Lindsay; Sunderman, Hannah M.; Sellon, Addison (2023)
- Towards Pesticide Smart Agriculture using System Thinking and Precision FarmingOlowoyo, Olamide; Kaufman, Eric K.; Council, Austin (2023-03-16)Pesticides play a major role in agricultural production, they are extensively used in modern agriculture (Sharma et al., 2019). Farmers have continuously relied on pesticides to control pests and diseases and have tremendously increased the production of food (Olowoyo, 2017; Tudi et al., 2021). The use of pesticides remains an effective and economical way to improve the quality and quantity of food production (Sharma et al., 2019). Globally, about 3 million tonnes of pesticide are utilized annually, where China contributes the most, followed by the USA and Argentina (Pariona, 2017; Sharma et al., 2019; Statista, 2023). Despite the contribution of pesticides to agricultural production, indiscriminate usage poses serious consequences to human health and the environment (Olowoyo & Deji, 2017; Sharma et al., 2019). Evidence in the last few decades has shown that they could also be detrimental to human health from food contamination due to pesticide residues, posing threats to the health of the farmers who apply the pesticides as well as the environment (Olowoyo & Deji 2017; Sosan & Akingbohungbe, 2009). In addressing the challenges associated with indiscriminate pesticide usage, the ICEBERG, a tool for guiding systemic thinking, becomes crucial for identifying the root causes of these problems. Similarly, precision farming technologies offer a solution by empowering farmers to make informed decisions in the judicious utilization of agricultural inputs. This dual approach aims to balance the need for increased agricultural productivity with the imperative of minimizing adverse impacts on human health and the environment.
- Enhancing the Culture of Followership Among Youths: The Case of Teens and Youths in Leadership (TYIL) in NigeriaOyedare, Israel; Kaufman, Eric K. (2023-03-24)Discussions around leadership have dominated research and practice, with little attention given to followership (Cox III et al., 2010). This has consequently triggered debates, particularly among youths who are seeking the skills necessary to prepare them for the future, as they are continuously faced with decisions about which skill is more important to have. Unarguably, the popularity of leadership research over that of followership has aroused more commitment to leadership development (Slanger, 2019). To promote a culture of followership among youths, the Positive Youth Development (PYD) approach can be adopted by organizations and agencies with the aim of equipping and training youths for the future by exposing them to the act of leading through genuine followership. For over five years, the Teens and Youths in Leadership (TYIL) in Nigeria have applied the PYD approach in preparing youths through training, fellowship programs, and conferences. Participants have included 1,250 high school students and 135 post-secondary school students across Nigeria on topics related to followership, collaborative and personal leadership, volunteering, and community development. Significantly, PYD is a developmental process through which youths can grow progressively through structured training and empowerment programs (Mercier, et al., 2019). This poster highlights TYIL’s application of PYD to enhance followership among youths through the 5Cs of Positive Youth Development: character, confidence, connection, caring, and competence (Lerner et al., 2009). TYIL embraces the culture of leading through followership by promoting collaboration and synergy among participants during their training.
- Psychometric Properties of the Community Viability Indicator InstrumentRudd, Rick D.; Seibel, Megan M.; Bush, Sarah A. (2023-04-13)
- Profiles of youth citizenship: A cluster analysis of ethical factors, demographics, and problem-solving dispositionBush, Sarah A.; Rudd, Rick D.; Friedel, Curtis R.; Archibald, Thomas G.; Redican, Kerry J. (Mississippi State University Libraries, 2023-12-01)Youth have the capacity to drive positive change in their communities through active and engaged citizenship (AEC). Teen-leadership programs provide youth with opportunities to develop the skills necessary to participate as partners in community problem-solving efforts. Situated in relational developmental systems metatheory, this study aimed to examine how cluster membership based upon demographic characteristics, ethical factors, and problem-solving disposition impacted AEC. The findings indicated significant differences between clusters for AEC, civic duty, and civic skills. These differences were predominately observed through membership in long-term or short-term leadership programs, gender, enrollment in honors/AP courses, ethical views, and problem-solving disposition. Youth leadership practitioners should consider avenues for infusing problem-solving and character development in gender inclusive program curriculum to increase likelihood for contributing.
- Cyberbiosecurity Workforce Preparation: Education at the Convergence of Cybersecurity and BiosecurityAdeoye, Samson; Lindberg, Heather; Bagby, B.; Brown, Anne M.; Batarseh, Feras; Kaufman, Eric K. (2024-01)Cyberbiosecurity is an emerging field at the convergence of life sciences and the digital world. As technological advances improve operational processes and expose them to vulnerabilities in agriculture and life sciences, cyberbiosecurity has become increasingly important for addressing contemporary concerns. Unfortunately, at this time, educational opportunities for cyberbiosecurity workforce preparation are limited. Stakeholders’ perceptions may help guide cyberbiosecurity workforce preparation efforts and bridge the gap from the classroom to the field. Toward this end, we identified stakeholders in education, private industry, and state agencies in [State] and sought their input through both an online survey and focus groups. Findings suggest limited awareness and understanding of cyberbiosecurity. Results indicate that both formal and non-formal learning components—including short modules and comprehensive standalone courses—are important for cyberbiosecurity education programming. Stakeholders tied potential success of education programming to systems thinking and collaborative designs. Moreover, results reveal insights into concerns at the convergence of information technology (IT) and operational technology (OT), which is central to effective workforce preparation for today’s agriculture and life sciences professionals. Continuous interdisciplinary collaboration and academia-industry partnerships will be critical for developing robust cyberbiosecurity education and securing the future of agriculture.
- 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.
- Understanding the landscape of cyberbiosecurity for integrative educational programmingAdeoye, Samson; Batarseh, Feras; Brown, Anne M.; Kaufman, Eric K. (American Society of Agricultural and Biological Engineers, 2023-11-21)As an emerging and interdisciplinary field at the nexus of digital technologies and agriculture and life sciences (ALS), the integration of cyberbiosecurity education for professional training and skills development remains challenging. Educational practices and related workforce development efforts associated with cyberbiosecurity may be best generalized as pseudo-shadow education, occurring outside standardized practice and lacking known ‘best practice‘ to mimic. The current state of cyberbiosecurity education reflects a lack of sequenced and developed knowledge, values, judgments, and ways of thinking, which serve as windows into the underlying cultures of a disciplinary field. Coupled with this gap, the continuous deployment and convergence of information technology (IT) and operational technology (OT) within ALS creates new vulnerabilities, unfamiliar to the workforce. These vulnerabilities expose critical ALS infrastructures to cyber-attacks and terrorism and hold significant consequences for the bioeconomy. Securing the bioeconomy and preventing negative multiplier effects in other related sectors depend on adequate cyberbiosecurity education programming and workforce development. This exploratory report of current realities and future prospects provides insights into integrative cyberbiosecurity education programming for workforce development. The study explicates underlying concerns to be addressed in developing integrative cyberbiosecurity education for professionals in agriculture and life sciences and suggests an expandable framework to facilitate workforce development programming. Concerns to address regarding the creation of educational programming in cyberbiosecurity include alignment in definition, cross-boundary community building, peculiar dynamics of cyberbiosecurity threat landscape, and baseline requirements for cyberbiosecurity education and practice.