Agricultural and Human Sciences Published Research for Spring 2025
The dedicated faculty members of the Department of Agricultural and Human Sciences have contributed to the academic landscape by authoring a multitude of insightful articles throughout the current quarter. Their commitment to research has led to the creation of a diverse body of work that showcases their expertise and furthers the collective understanding of agricultural, extension, and human sciences domains. We invite you to review the comprehensive list below, which highlights the titles and abstracts of their impactful publications. Additionally, for a deeper dive into their research, we encourage you to click on the provided links to access their respective studies.
Katie McKee
Agents for change: developing transformative and Adaptive Leadership capacities among early-career extension professionals
Authors: Abasiama-Arit Aniche, Hannah Bundy, Katherine E. McKee
Abstract
Purpose
The Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.
Findings
Results of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.
Originality/value
Participants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.
https://doi.org/10.1108/JOLE-01-2024-0022
“Being heard”: pedagogical strategies that support BIPOC students in postsecondary leadership courses
Authors: Katherine E. McKee, Haley Traini, Jennifer Smist, David Michael Rosch
Abstract
Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course. Through survey research and qualitative data analysis, three prominent themes emerged. High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses. We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.
https://doi.org/10.1108/JOLE-01-2024-0023
Dara Bloom
Failure to launch: An analysis of an attempted central kitchen pilot program to serve childcare meals
Authors: J. Dara Bloom, David Yates, Gizem Templeton, Emma Brinkmeyer, and Caroline Hundley
Abstract
The majority of children ages 0–5 consume most of their meals in early care and education (ECE) settings, prompting interest in the nutritional quality of childcare meals and snacks as a vehicle for improving dietary-related health outcomes for this vulnerable population.[1] Our team has identified central kitchens that serve prepared meals to childcare centers as a potential model to improve meal quality for children, while also relieving childcare providers of the burdens of meal preparation and paperwork associated with federal meal reimbursements, and aggregating local food purchases to create a larger market for farmers than purchases by individual centers. Our team partnered with a funder, a church, and community organizations to attempt a pilot that would replicate this central kitchen model in a rural area. Unfortunately, the pilot project was never fully realized, leading us to conduct a process evaluation to identify the generalizable factors that impeded its success. We identified four key factors, including the underlying power dynamic between the funder and recipient, reliance on a single project champion, lack of buy-in from community stakeholders, and failure to involve the county health department early in the planning process. In this paper, we construct a timeline of the project to help identify key factors that led to the project’s failure to launch, explain our four key findings, and provide a set of recommendations that funders and other communities can take into consideration as they consider the viability of this timely intervention.
https://www.foodsystemsjournal.org/index.php/fsj/article/view/1358
Maru Gonzalez
Teaching storytelling in classrooms & communities: Amplifying student voices and inspiring social change
Authors: Maru Gonzalez, Michael Kokozos, & Christy M. Byrd
Abstract
Unleash the transformative power of storytelling to build belonging, ignite critical consciousness, and amplify students’ voices. This dynamic book equips educators who work with middle and high-school-aged youth to teach storytelling in their classrooms or community organizations.
Through inspiring examples and hands-on teaching strategies, the authors show you how to build trust and foster community, explore diverse storytelling modes and formats, guide students in developing effective and ethical social impact stories, and more. You’ll also discover practical tools to help students broaden their story’s reach and impact through collaboration and coalition building. Each chapter brims with student examples, ready-to-use teaching tips, and experiential activities, plus questions designed to spark dialogue and help students awaken and embrace the storyteller within. There are also reflective prompts to support your own journey as both a facilitator and participant in the storytelling exchange.
Packed with practical resources, moving narratives, and actionable tips, this book is your essential guide to cultivating a supportive learning community, increasing student engagement, and unlocking young people’s leadership potential through the vehicle of storytelling.
Amplifying LGBTQ+ voices and building belonging
Authors: Michael Kokozos and Maru Gonzalez
Abstract
This article explores the importance of incorporating LGBTQ+ content in elementary education.
Informed by Critical Positive Youth Development (CPYD), with a specific focus on political efficacy, this article provides educators with a comprehensive approach to teaching about advocacy with and on behalf of LGBTQ+ communities and other marginalized communities, uplifting LGBTQ+ voices in particular. The article includes a lesson plan aimed at empowering elementary school students to learn from and about the experiences and contributions of LGBTQ+ changemakers to foster belonging and promote a more inclusive and just society.
https://drive.google.com/file/d/1-GeX3VNY19spsy2v1xp3kPGnPvSsFGse/view
Virginia Stage
A Food-based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Program May Improve Preschool Children’s Science Knowledge and Language Skills in Rural North Carolina.
Authors: Virginia Stage, Jocelyn Dixon, Pauline Grist, Qiang Wu, Archana Hegde, Tammy Lee, Ryan Lundquist, L. Suzanne Goodell
Abstract
Background/Objectives: Early childhood represents a sensitive period for developing positive dietary preferences and important school readiness skills. However, few evidence-based programs leverage opportunities to support children’s development in both areas. Our study aimed to assess the preliminary effects of multi-level, teacher-led More PEAS Please! on Head Start children’s (3–5 years old) science knowledge, development of academic language, fruit-and-vegetable (FV) liking, and dietary quality.
Methods: In this pilot study, we used a repeated-measure research design to assess child-level outcomes. Trained teachers implemented 16 food-based science-learning activities. We assessed child outcomes using validated measures of science knowledge, academic language, FV liking, and dietary quality (Veggie Meter®). We used linear mixed models to examine changes from the baseline to post intervention. Fixed effects included age, sex, and race/ethnicity, while the center was treated as a random effect.
Results: A total of 273 children were enrolled in the study. The children were mostly male (51.6%), Black/African American (82.1%) and, on average, 3.94 (SD = 0.70) years old. The children demonstrated significant improvements in science knowledge (T1 M = −0.01, SD = 0.82; T4 M = 0.33, SD = 0.90; 95% CI [0.17, 0.50]; p < 0.001) and vocabulary (T1 M = 14.4, SD = 4.5; T4 M = 16.7, SD = 5.3; 95% CI [1.4, 3.3]; p < 0.001). The children’s dietary quality improved from the baseline, but the changes were not significant.
Conclusions: The findings suggest that the intervention may support improvements in science knowledge and academic vocabulary among preschool-aged children. We theorize a longer intervention with additional FV exposures may be needed to observe significant dietary changes. Future research should evaluate program effects with a comparison group.
https://doi.org/10.3390/nu17091523
North Carolina Head Start teachers’ needs, resources, experiences, and priority for science education and professional development
Authors: Archana V. Hegde, Jessica Resor, Jocelyn Dixon, Lucía I. Méndez, Tammy Lee, Valerie McMillan, Suzanne Goodell and Virginia Stage
Abstract
Early science learning is a part of preschool curriculum that can have positive outcomes for children’s scientific knowledge and interest. Head Start teachers are well positioned to implement quality science lessons. Through an in-depth needs assessment survey, the current study examined North Carolina preschool Head Start teachers’ responses on needs, resources, experiences with professional development, and personal priority levels for science education. Our analysis revealed that Head Start teachers mostly utilized informal teaching methods and used curricular and organizational resources, but utilizing mealtimes for teaching science had mixed responses. Teachers reported their access to resources and connections to community partnerships. Teachers preferred asynchronous or online PD formats and were motivated by compensation and continuing education credits while accessing PD. Most teachers rated science to be a very or extremely important personal priority. Differences in teacher education, experience, and position levels also influenced the findings of the study. The implication section delineates steps that can be taken toward strengthening science education within Head Start settings along with support that can be provided to teachers.
https://doi-org.prox.lib.ncsu.edu/10.1080/10901027.2024.2413596
Katie Sanders
Utilizing dimensions of trust to communicate with consumers about the science behind food
Authors: Alexa Lamm,Kevan Lamm, Allison Byrd, Nicholas Gabler, Catherine Sanders and Michael Retallick
Abstract
Communicating the science behind food production to consumers is increasingly complex due to the proliferation of food innovations, information overload, and the presence of misinformation. Trust plays a pivotal role in consumer perceptions of food safety and acceptance of new food technologies. This study explores consumers’ trust in food by segmenting audiences based on cognitive trust in science, affective trust in new foods, and dispositional trust in sources of food information. Using a survey of 1011 United States consumer respondents, cluster analysis identified five distinct trust segments: Lack Trust, Trusting, On the Fence, Trust New Food Not Science or Sources, and Trust Science not New Food. Results revealed significant demographic differences among the five segments, with age, education, political ideology, and dietary preferences influencing trust levels. Findings contribute to audience segmentation theory by demonstrating the coexistence of multiple trust dimensions and their impact on food-related decision-making. Practically, this study provides a framework for science communicators and policymakers to tailor messaging strategies that align with consumer trust profiles, ultimately fostering informed decision-making in the food system.
https://doi.org/10.3390/foods14101674
Joseph Donaldson
Exploring the self-perceived needs of school-based agricultural education teachers
Authors: Kayla N. Marsh, Christopher J. Eck, K. Dale Layfield, and Joseph L. Donaldson
Abstract
Teacher attrition is a historic problem that is now an educational crisis. School-based agricultural education (SBAE) is not exempt from this crisis, with teacher shortages dating back to the passing of the Smith-Hughes Act. For the past three decades, researchers have studied this phenomenon to better understand the needs of SBAE teachers to increase recruitment and retention. While several needs are recurring, current efforts are not resulting in actionable change for SBAE teachers. To gain new perspectives, qualitative interviews were conducted with SBAE teachers in three states, focused on their perceived needs. The Conceptual Model of Support for SBAE Teachers was introduced as a potential lens to meet the human needs of SBAE teachers and depth to direct actionable change for in-service SBAE teachers. Four overarching themes were found through qualitative interviews, including health and wellness of SBAE teachers, students, and communities; supports structures for SBAE teachers; student human capital development; and resources for SBAE teacher success, confirming that teachers’ basic human needs for security and subsistence are prevalent within the profession. Resulting in recommendations to change the perspective for addressing SBAE teachers’ needs.
https://doi.org/10.5032/jae.v66i1.2467
Misty Lambert
Resources Needed and Barriers Anticipated when Implementing SAE for All
Authors: Jillian C. Ford, Misty D. Lambert
Abstract
SAE for All was adopted by the National Council for Ag Education in 2015 and North Carolina launched the model through statewide professional development in 2019. As part of a larger study on implementation, this 2022 qualitative study sought to understand the barriers teachers were facing in implementing the SAE for All model and sought to understand the resources that were needed for teachers to be able to fully implement SAE for All in their classes. Thirteen middle and high school teachers were interviewed representing varied levels of teaching experience offering geographic and program diversity. Data revealed there were some barriers related to the teachers and some to the students. We also generated a broad list of needed resources including professional development as well as modifications to the SAE for All model documents, guides, and resources. Recommendations are given for various stakeholders as they work to support wider integration of SAE for All.
https://doi.org/10.5032/jae.v66i1.2755
Implementation of Agriscience Fair by Middle School Agricultural Education Teachers
Authors: Jillian C. Ford, Jason Dossett, Misty D. Lambert, R. G. (Tre) Easterly III
Abstract
One of the tools middle school SBAE teachers can use to deliver the total program is research-based SAEs, for which students can receive recognition through the FFA Agriscience Fair. This study examined why middle school SBAE teachers implemented the FFA Agriscience Fair into their programs. This study built on previous literature in this area, but with a specific focus on middle school programs. Using a qualitative case study, seven teachers that had various levels of use with Agriscience Fair were interviewed. Teachers were categorized into their levels of use for this innovation and spanned across multiple levels. Major themes from the interviews emerged that found the Agriscience Fair award area was a tool that teachers used to help strengthen their program by enriching the program offering and providing hands-on learning for students. Themes of teachers learning to figure out the complex rules of the competition to be successful as well as using relationships to help students be successful emerged. Recommendations were made to make the award area more intuitive, especially for teachers who are newer to the implementation including providing examples of manuscripts and presentation materials, providing lesson planning resources, and professional development.
https://doi.org/10.5032/jae.v66i1.2920
Sara Kirby
Introduction to Housing
Editors: Katrin B. Anacker, Andrew T. Carswell, and Sarah D. Kirby
Abstract
This foundational text on housing tenure, housing policy, homelessness, and housing in a global context has been thoroughly updated to reflect changes in the United States during and after the COVID-19 pandemic. This third edition delves into the complexities of housing and related issues, to provide a deep understanding of housing’s relationship to national economic factors and housing policies. It features individual chapters authored by experts in the field, offering insights into the physical, social, psychological, economic, and policy dimensions affecting the current housing landscape both in the United States and internationally, while proposing solutions to the challenges presented. This book will appeal to faculty and students in a variety of housing- related courses, and is an essential resource for housing researchers, policymakers, and practitioners.
https://www.routledge.com/Introduction-to-Housing/Anacker-Carswell-Kirby/p/book/9780367465056
Eat Smart, Move More, Prevent Diabetes team
Plan, Track, and Live Mindfully: Insights from the Eat Smart, Move More, Prevent Diabetes Program
Authors: Erin McCallum, Kelly Nordby, Surabhi Aggarwa, Christine Lavelle, Cathy Thomas, and Carolyn Dunn
Abstract
In the United States, at least one in three adults has prediabetes, a condition categorized by blood glucose levels higher than normal but not high enough to be classified as type 2 diabetes. The Centers for Disease Control and Prevention (CDC) recommends a modest weight loss of 5–7%, a reduction in A1C by 0.2%, and at least 150 min of physical activity per week to prevent or delay the onset of type 2 diabetes in individuals with prediabetes. Eat Smart, Move More, Prevent Diabetes (ESMMPD) is a CDC-recognized lifestyle-change program for individuals with prediabetes or at high risk of developing type 2 diabetes. ESMMPD consists of 26 lessons delivered over the course of a year by trained Lifestyle Coaches using ZoomTM. Participants are taught strategies to implement health-promoting behaviors related to healthy eating, physical activity, and mindfulness into their daily lives. The core components of the program are planning, tracking, and living mindfully. The aim of this article is to provide insights into the development, delivery, and core components of the ESMMPD program for public health practitioners.
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