AHS Published Research for Winter 2023/2024
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.
Jackie Bruce and Katherine McKee
The case for leadership [education] in social movements: Transformative leadership as a framework for creating social movement leaders.
Authors: Jackie Bruce and Katherine McKee
Abstract
While there is a breadth of work on leadership of social movements in the existing literature, and that leadership development is foundational to building capacity within those movements (Ganz & McKenna, 2018) what is missing is the conceptualization of what the training and development of that leadership could look like. When examining the leadership theories in both academic and popular press texts, scholars identify a prevailing lens that centers white, masculinized, euro-centric schools of thought that are tied to materialism and commodification (Dugan, 2017; Noble et al., 2022; Rost & Barker, 2000) which make them insufficient to address the preparation of, and contrary to the aim of, social movement leaders. In this manuscript we offer transformative leadership (Shields, 2010) and the Transformative Leaders Identity Model as an alternative paradigm. Coupled with the appropriate pedagogical strategies discussed herein, this has been demonstrated as an effective way for prospective social movement leaders to develop the skills necessary to engage in the work.
https://sociologicalteaching.com/index.php/journal/article/view/27
Katie Sanders
Exploring the Social Media Health Information Seeking Patterns of Rural Residents to Provide Communication Strategies for Extension
Authors: Catherine Sanders, Kristin Gibson, Allison R. Byrd, Tatevik Markosyan, and Alexa J. Lamm
Abstract
Communication capacity development is critical for Extension professionals, who work to bring agricultural and health research to the public. With social media being an almost ubiquitous communication channel, it has immense potential as a health communication resource for diverse and rural audiences. The current study, guided by an audience segmentation framework, explored the health communication patterns on social media of rural Georgia residents across demographic characteristics through a non-probability opt-in sampling online survey. Cluster analyses of social media users revealed three distinct groups: low, medium, and high users. Descriptive characteristics of each cluster were presented, to guide Extension health communication practices in rural Georgia. Additionally, inferential statistics revealed a relationship between cluster membership and perceptions of health information on social media: high frequency users were more likely to positively perceive the health information, while low users were more likely to negatively perceive the information. Implications for health promotion and Extension practitioners include using audience segmentation strategies to increase the effectiveness of tailored messages to enhance the success of social media communication for rural residents.
https://newprairiepress.org/jac/vol107/iss4/1/
Authors: Allison R. Byrd, Catherine Sanders, and Alexa J. Lamm
Abstract
The internationalization of higher education is of paramount importance because international students influence both university rankings and research capacity in STEM fields while, in colleges of agricultural and environmental sciences, they lead to global collaborations, strengthen research agendas, and increase domestic students’ intercultural competence. Recruitment strategies must consider the various cultural differences international students face and, therefore, identify communication channel preferences related to culture. However, few studies have considered differences and similarities between international and domestic graduate student communication preferences. Framed by Hofstede et al.’s cultural dimensions of collectivism-individualism, this study sought to explore the communication preferences of prospective graduate students from collectivist and individualist cultures when searching for graduate programs. Using semi-structured interviews of 10 individualist and nine collectivist participants at the University of [State] College of Agricultural and Environmental Sciences, this qualitative studied employed inductive thematic analysis to determine the communication channel use of the two groups of graduate students when searching for a graduate institution. Findings revealed participants from collectivist cultures preferred emails, departmental and lab websites, journal articles, and social media. Participants from individualistic cultures preferred emails, in-person visits, departmental and lab websites, and interpersonal communication. Implications and recommendations for future practice and research were discussed.
https://newprairiepress.org/jac/vol107/iss4/2/
An Educational Exploration of Generation Z’s Systems Thinking Tendencies and Green Consumer Values
Authors: Allison Byrd, Kristin Gibson, Catherine Sanders, Rachel Corry, Kevan Lamm and Alexa Lamm
Abstract
University agricultural educators are challenged to employ innovative approaches to prepare undergraduates in agriculture and natural resources to address complex global problems while understanding interconnected systems. Undergraduates, current members of Generation Z (Gen Z), prefer environmental sustainability and innovation, but solutions for addressing these preferences in educational settings remain elusive. Exploring Gen Z’s environmental consumption values and how those values relate to their systems thinking tendencies may provide university educators with insights on how to best educate Gen Z students. The purpose of this study was to examine the association between Gen Z students’ green consumer values and systems thinking tendencies. Data were collected using a web-based survey instrument of 68 undergraduate students at the University of [state]. Findings revealed respondents somewhat agreed they had green consumer values and respondents often used systems thinking when seeking to make an improvement. A Spearman’s rank-order correlation coefficient indicated a positive, yet weak, association between systems thinking tendencies and green consumer values. The association necessitates further exploration. University agricultural educators should incorporate systems thinking educational tools into classrooms so Gen Z students can effectively engage in systems thinking when addressing complex agricultural issues, like sustainability. Additional implications for systems thinking teaching are explored.
https://jae-online.org/index.php/jae/article/view/64
Wendy Warner
The Discipline of Agricultural Education in The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning Textbook
Authors: Wendy Warner and Aaron J. McKim
Abstract
The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning is a 240-page methods of teaching book. Specifically, it is a collection of thoughts, best practices, strategies, and techniques for planning, delivering, and assessing teaching and learning. This resource is assembled from among the best teaching professors in agricultural communication, education, and leadership in America. The authors offer the opportunity to build confidence in planning, delivering, and assessing the depths of the variables inherent in learning for secondary and postsecondary educators in both formal and nonformal educational environments.
You will quickly grasp the four fundamental keys of solid, basic, time-tested formal and nonformal teaching: Laying the Foundation, Connecting with Students, Designing Instruction, and Applying Learning. These keys are shared with you through the unique voices of the authors to provide a multiperspective approach to teaching.
Sudha Sankar and Basheerah Enahora
The Role of Parenting Education in Supporting Weight-Related Health Behaviors in Children and Adolescents
Authors: Sudha Sankar and Basheerah Enahora
Abstract
Obesity is a complex, multifactorial, persistent chronic disease with serious health and social consequences (Hruby & Hu, 2015). Of particular concern is the nearly threefold increase in obesity among children and adolescents in the past 4 decades, which the COVID-19 pandemic further exacerbated (Jenssen et al., 2021; Ogden et al., 2020). Not every individual considered overweight is unhealthy, but overweight and obesity status pose greater risks of current and future adverse physical and mental health effects in children. Therefore, the prevention and treatment of childhood obesity is paramount. This article explores the current state of family-based childhood obesity prevention (COP) programs and the efficacy of parenting education components in improving child weight outcomes.
Joseph Donaldson
An assessment of capacity building activities for common interest farmer groups in Bangladesh
Authors: Mohammad Golam Farouque, Khondokar H. Kabira ,Debashis Roy, Md. Masud Rana and Joseph L. Donaldson
Abstract
This study examines how “farmers from the Common Interest Group (CIG)” have changed their capacity levels due to participating in Bangladesh’s National Agricultural Technology Program (NATP). A mixed-method design was used to collect data from 120 rice and vegetable farmers. Results show that most respondents (above 75 per cent) agree that NATP initiatives, particularly group-based extension services, developed their capacity in different cultivation techniques, resource utilisation, farm inputs, communication behaviour, market access, and involvement in farmer organisations (FOs)/community-based organisations (CBOs). This study concludes that the concept of CIGs should be incorporated into the existing extension system following the termination of donor support.
https://doi.org/10.1080/09614524.2024.2325415
Identifying school-based agricultural education teacher needs and support gaps
Authors: Kayla N. Marsh, Christopher J. Eck, K. Dale Layfield and Joseph L. Donaldson
Abstract
The school-based agricultural education (SBAE) teacher attrition crisis dates back to the passing of the Smith-Hughes Act in 1917. For the past three decades, researchers have studied this phenomenon to better understand the needs of SBAE teachers in order to increase retention as well as improve work-life balance. While several needs are recurring, current efforts are not resulting in actionable change for SBAE teachers. To gain perspectives on the problem, an expert panel of SBAE supporters were invited to participate in a Delphi in Florida, Georgia, and South Carolina, focused on the perceived needs of SBAE teachers. The Conceptual Model of Support for SBAE Teachers was introduced as a potential lens to meet the human needs of SBAE teachers. The Delphi resulted in 42 items being identified as areas of need for 21st century SBAE teachers. All align with the historical needs of SBAE teachers and demonstrate gaps in support in the areas of wellness, resources, work-life balance, relationships, and the need for purposeful professional development. Further research is recommended to evaluate the identified needs.
https://doi.org/10.37433/aad.v4i3.347
An econometric analysis of factors affecting vegetable growers’ interest in Good Agricultural Practices: a case of rural Bangladesh
Authors: Mohammed Nasir Uddin, Sharmin Akter, Debashis Roy, Debashish Sarker Dev, Md. Nur Alom Sarkar Mithun, Saifur Rahman, Md. Shakib Mahmud & Joseph L. Donaldson
Abstract
The good agriculture practice (GAP) concept, driven by the global demand for safe, healthy, and quality food, continues worldwide expansion. Yet, GAP is a relatively new for Bangladeshi farmers. While previous research has primarily focused on post-adoption assessments of GAP, limited information is available on farmers’ pre-adoption interests and associated determinants, particularly for vegetable growers in Bangladesh. This study investigates factors influencing interest in GAP among vegetable growers, using the Nakla sub-district in Sherpur district, Bangladesh, as the study area. Utilizing a face-to-face interview with a pretested questionnaire, findings revealed that factors such as knowledge of GAP, experience in vegetable cultivation, training in vegetable cultivation, and the area under vegetable cultivation significantly influence growers’ interest. The findings suggest a range of viable policy interventions, including advisory services and training organized by local development agencies such as the Department of Agricultural Extension, to enhance knowledge, create awareness, develop skills, and motivate the growers about GAP for vegetable cultivation. The research approach and findings are transferrable to comparable geographical settings worldwide, contributing valuable insights into the pre-adoption factors essential for the successful uptake and implementation of GAP.
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