Initial social network analysis of producers working towards sustainability suggests weak ties and potential fragmentation

For farmers to adopt and maintain sustainable farming practices, they must have the resources and network to succeed with this work and must realize a positive impact on their business model. As a food system is ultimately made up of the people, organizations, and institutions that grow, move, buy and sell food, we must understand who is at the center of this network, who is well-connected, and who is peripheral. Within a particular regional food system in a highly productive southeastern U.S. state, the network of local producers interested in sustainable production, including environmental and economic components, seems to be growing. However, it is unclear who benefits from this system and whether this system is growing in a way that encourages and enhances the benefits for sustainable agriculture. Existing evidence for the network size and its vulnerabilities has been anecdotal, from Extension agents and their contacts with individual producers, rather than based on systematic research. We used social network analysis to understand the status of the system and its constituents. Connections between producers appear to be weak overall with potential fragmentation, suggesting a fragility that could easily derail efforts to increase sustainable production in the region.

Comparing the Borich model with the Ranked Discrepancy Model for competency assessment: A novel approach

In 1980, Borich presented a new model that allowed errors in an individual’s judgment of self-proficiency to be offset by considering the perception of a group. The model relied upon the calculation of means for competency items measured with ordinal scales, an approach subject to debate in modern times. The purpose of our study was to explore the use of a novel approach we developed, the Ranked Discrepancy Model (RDM), as an alternative method to the Borich model for determining training needs. Data obtained from an online survey of extension professionals employed by a land-grant university in the United States was used to compare the training needs identified by applying the Borich model with those identified by applying the RDM. A very strong and statistically significant correlation existed between the scores derived from using both models, demonstrating a high level of consistency between models. Researchers conducting competency research should consider adopting the RDM given its suitability for delivering results that closely resemble findings from the Borich model while providing improved rigor in methods and increased detail about training needs.

Towards intercultural competence: Using consensus to identify essential personality traits for an inclusive extension education workforce

The rapid diversification of workforces and client stakeholder groups has prompted a growing emphasis on diversity, equity, and inclusion as a critical component of professional development across industry sectors. While the proliferation of intercultural competence training models has increased awareness among employers and workforces, the competencies advocated in these models may not always be relevant to an organization or institution’s operational context. This study addresses the need for contextually grounded intercultural competency models targeted to extension education contexts. Using a three-phased Delphi approach, data were gathered from a panel of 36 intercultural competency experts. The panel identified nine personal traits thought to be critical for the recruitment and development of culturally competent extension educators. The authors explain how these results may be used to recruit extension educators with traits conducive to engagement with a broad audience of stakeholders using culturally sensitive and responsive techniques. Given the distinct processes by which different components of intercultural competence are developed, we recommend specific measures and techniques administrators can utilize to recruit and develop extension educators who possess the agreed-upon intercultural personality traits.

Preservice agriculture teachers’ perceived self-efficacy of specific SAE competencies

With the implementation of the supervised agricultural experience (SAE) within school-based agricultural education (SBAE), hands-on learning has changed how students learn in the classroom. SAE programs, a key component of agricultural education, are an example of experiential learning within the SBAE model. The implementation of SAE experiences has been often viewed as difficult for many teachers, and many new agricultural educators struggle with implementing SAE into their classroom instruction. Therefore, this study sought to determine the self-efficacy of preservice agriculture teachers towards the American Association for Agricultural Education-Supervised Agricultural Experience (AAAE) SAE competencies. Results indicated that a majority of preservice teachers considered SAE an important aspect of the SBAE model. However, results indicated that few competencies showed significant differences between pre- and post-completion of the agricultural program, and gender differences did not indicate much significance in self-efficacy. Data indicates that teacher preparation programs have been successful in preparing students to develop, implement, and supervise SAE programs during student teaching. The researchers recommend that further research should examine additional agricultural teacher preparation programs and determine the self-efficacy of cooperating teachers in the classroom.

Identifying important skills and competencies needed for new Florida agriculture extension agents

The onboarding needs of Extension agents is a topic continuously discussed and researched, yet overwhelmed agents persist, suggesting that there is a missing link. We undertook a study to determine the competency training needs of newly hired agricultural agents in Florida. Two assessments were performed. First to identify main agriculture skills and competencies for new agriculture Extension. Those competencies where then classified into main domains and interviewees were asked to rank in order of importance in each group. Data were collected via an online survey of the University of Florida Institute of Food and Agricultural Sciences Extension agents working under the agriculture program area. Agents needed training in specific agricultural competencies related to every-day work activities such as soil sampling, diagnostic skills, educational resource utilization, and relationship building. Although we assume that, based on job requirements, newly hired agents will enter Extension with such knowledge, results suggest an agriculture specific training is needed to meet the onboarding needs of new agents. Our study identified the priority needs for developing an onboarding program that establishes a level of standard knowledge. Those findings will serve to enhance onboarding training for new Extension professionals.

Communication in a pandemic: Concerns of agricultural and natural resources opinion leaders during early stages of the COVID-19 pandemic

During the early stages of the COVID-19 pandemic (March-April 2020), opinion leaders in agriculture and natural resources (ANR) were asked to participate in a survey about the impacts of the crisis on the ANR industry specifically about their concerns related to communication, economics, level of preparedness, and health during this crisis. Of the 225 ANR leaders who participated, the majority were concerned that members of the public were sharing inaccurate information about COVID-19; others they come into contact with were not taking appropriate measures to avoid contracting COVID-19; about the impact of COVID-19 on the U.S. economy, their state’s economy, and the global economy; and other countries’ level of preparedness to deal with COVID-19. ANR leaders were consistently the most concerned about items that were outside of their direct sphere of influence. Implications from this work are that ANR leadership programs should incorporate programing to help ANR leaders understand how to be influential during a crisis at a national and international level. For statewide ANR leadership programs, it is recommended to include programming sessions related to identifying and sharing credible information and enabling and inspiring those in their circle of influence to do the same.

Credibility in crisis: Determining the availability and credibility of online food supply chain resources during the COVID-19 pandemic

Disruptions from COVID-19 forced agricultural business owners to navigate the uncertainty of market disruptions with limited information. As an effect, the quality of information available for agricultural businesses to adapt to changes was a concern. The purpose of this study was to determine the availability and credibility of resources for agricultural businesses to make informed decisions about food markets during COVID-19. Source credibility was the guiding framework to achieve the research objectives of 1) Describe resources available related to impacts of COVID-19 on the food supply chain, 2) Determine the credibility of available resources. A quantitative content and textual analyses were employed. Results revealed 401 terms used to describe resources (n = 779). Eleven of the top 36 terms were used over 100 times. These were: farmer, resources, farm, market, business, local, health, safe, supply, agriculture, and chain. The majority of resources (66%, f = 514) were mid-level credible sources (industry/business organization, online/print news source, nonprofit), and 32.2% (f = 251) were of the highest credibility (university scientists, USDA scientist, Extension). Implications of this work show an opportunity for university and Extension systems to publish resources and serve as credible sources related to this particular crisis.

The Influence of extension professional’s job satisfaction and the quality of relationship with department heads on field faculty career commitment to CES extension

This research increased the understanding of Extension professionals’ career commitment by measuring the relationship between their job satisfaction and how they perceive their relationship with their supervisor using the Leader-Member Exchange Theory (LMX 7) and their career commitment. Montana State University Extension (MSUE) experiences periods of higher turnover among field-based professionals. The reasons for leaving are not well understood. Herzberg et al. (1959) identified intrinsic job satisfaction as a motivation factor and the extrinsic relationships with supervisors as one factor that influences employee dissatisfaction (Strong & Harder, 2009). Thirty-six early career Extension professionals at MSUE were surveyed regarding job satisfaction (Benge & Harder, 2017; Smerek & Peterson, 2007); LMX 7 (Graen & Uhl-Bien,1995); and original questions designed to establish the career commitment of Extension professionals to MSUE. Pearson’s r was calculated for the job satisfaction and LMX 7 scores with career commitment (the predicted percent of career worked for Extension). The research found a strong positive correlation between job satisfaction and career commitment (r(22) = .76); and a weak positive correlation between LMX 7 and career commitment (r(22) = .15). An additional question provided insights into the reasons why Extension professionals might leave their career.

Teacher perceptions of facilitating inquiry-based instruction following a 12-month professional development experience

Using inquiry-based learning instructional strategies as a way to integrate science into secondary classrooms is a common approach in education. This study documents agricultural teachers’ perceptions of science integration using inquiry-based learning as an instructional method when teaching animal science after participating in a on professional development program. A focus group (n = 10) was used to collect data which were analyzed using the constant comparative method. The following six themes emerged: (a) perceived value in inquiry-based learning, (b) alignment to state and local expectations, (c) value and challenges of a 12-month program, (d) challenges in engaging science teachers, (e) confidence in teaching technical content, and (f) integrating science concepts. Teachers in the focus group described positive experiences and attitudes when using inquiry-based learning techniques in their classrooms and described an appreciation for the 12-month program, including how the approach helped to meet state standards and local administrative requirements. Logistical challenges of a 12-month program existed, but also provided accountability for teachers. The program increased teachers’ confidence in both instruction of technical content and their ability to engage students while integrating science concepts.

The EVAL framework: Developing impact evaluation scholars

The complexities of food, agriculture, natural resources, and human sciences (FANH) programs and projects require faculty to write and secure funding in addition to mastering skills such as evaluation competencies that integrate abilities in quantitative and qualitative research methods and evaluation theory and practice. The EVAL Framework was developed to advance skill development among FANH graduates to include these competencies and increase the pipeline of students who have the essential skills needed to advance FANH initiatives and priorities. The EVAL Framework includes four primary constructs: (a) Evaluation, (b) Value, (c) Active and Experiential Learning, and (d) Leadership. The purpose of EVAL is to build relationships with untapped FANH fields to develop a pipeline for graduates to become evaluation leaders for advancing food and agricultural sciences. This experiential learning and development model focuses on foundational and enrichment experiences, through formal coursework, project-based learning, and contextually rich environments. Mentoring, individualized development plans, scholarly learning communities, collaboration, transferable skills, and career planning and guidance activities are integrated into the EVAL framework to enhance skill development among EVAL scholars.