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Dr. Michael E. Newman presented the 2016 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in Kansas City, Missouri in May, 2016. The article is a philosophical work based upon the author's experiences in the agricultural education profession.

Provides abstracts of nine research papers presented at the 2001 Agricultural Communication in Education annual conference. Includes papers on food safety, critical thinking, distance education, information technologies, agricultural news sources, and genetically engineered foods. (JOW)

The Agricultural Experimental Station at Kansas State University switched from paper publication to compact discs. The change resulted in savings of more than $20,000 in 1 year and allowed for a searchable, comprehensive package of information rather than a single publication. (Contains 10 references.) (JOW)

Context and purpose: In a context of land shortage with high rates of land degradation and soil erosion due to unsustainable agriculture practices in Burundi, vocational agriculture education needs to prioritize competencies that enable graduates to be effective change-agents in addressing sustainable agriculture challenges. This study aimed at identifying context-relevant competencies for change-agents to be able to foster sustainable agriculture. Methodology: The paper used the Delphi technique to collect data from 28 experts (comprising of 14 teachers and 14 practitioners). Findings: The findings identified 11 context-relevant competencies that are considered by experts to be most important for change-agents working on sustainable agriculture. The competence 'facilitator of change' was found to be most relevant and the recommendation is that it should be prioritized in vocational agriculture education curriculum design. Other competencies, such as innovation and creativity, planning, system thinking, domain expertise, continuous learning, interdisciplinarity, and leadership, were also indicated as highly relevant. The competencies stewardship, self-determination and engagement were considered to be comparatively less important, although still relevant. Practical implications: The findings of this study provide insight so that the curricula of vocational agriculture schools can be designed around forming a competence-based education model toward fostering sustainable agriculture. Theoretical implications: The paper contributes to sustainability competence theory by taking the debate to the domain of vocational agriculture education within the context of Burundi. Originality: The study utilized the Delphi process to capture the context-relevance of sustainable agriculture competencies that need to be prioritized in vocational agriculture education in Burundi.

Purpose: To explore young peoples' motivation for engaging in agricultural education. Autonomous and controlled forms of extrinsic and intrinsic regulation are discussed regarding young peoples' decision to pursue an agricultural education. Design/methodology/approach: A qualitative research approach was applied comprising of purposive and snowball sampling for 28 face-to-face, in-depth, semi-structured interviews. Findings: An understanding of the motivational regulations which mobilise young people to engage in agricultural education is provided. This paper sheds light on the psychological processes energising individuals to engage with agricultural education. Practical implications: The research highlights the importance of understanding motivation for engaging in agricultural education, and subsequent impacts on education programmes and educators. Theoretical implications: This paper contributes to pragmatic insights which demonstrate the importance of understanding young peoples' motivation for engaging in agricultural education. The paper builds on previous studies by using S.D.T. as a framework for understanding motivational processes within agricultural education. Originality/value: This paper supports an understanding of the motivational regulations which mobilise young people to engage with agricultural education.

Purpose: Learning and innovation networks for sustainable agriculture (LINSA) are considered drivers of innovation towards a more sustainable agri-food system. However, sustaining long-term funding remains a challenge for many networks. This paper aims to provide a comprehensive conceptualization of how funding relates to LINSA continuation and suggests a classification of relevant funding instruments. Design/Methodology/Approach: Being purely conceptual, this paper combines perspectives of strategic management and nonprofit finance with empirical insights from innovation network literature to develop a conceptual framework on LINSA funding. Findings: The conceptual framework suggests that thriving LINSA require both an appropriate funding mix, which corresponds with the benefits provided, and an anticipatory utilization of financial resources to build and maintain relevant intangible resources. The availability of funding instruments which incorporate these findings is crucial for successful LINSA. Practical Implications: The conceptual framework provides guidance to practitioners and policy makers who reflect on appropriate strategies and instruments for LINSA funding. Theoretical Implications: By integrating perspectives from different disciplines, namely the resource-based view and the benefits theory of nonprofit finance, this paper contributes to an increased understanding of funding in network organizations. Originality/Value: This is the first paper to offer an explicit conceptualization of how funding relates to LINSA development. It also provides a classification of relevant funding instruments.

Purpose: To advance understanding about the way endogenous knowledge on mangrove swamp rice (MSR) farming is transmitted, reinvented and negotiated between generations and highlight the implications this has for R4D. Design/Methodology/Approach: Long-term qualitative research using an ethnographic approach, technography and biographies of farmers. Findings: The endogenous Agricultural Knowledge and Innovation System (AKIS) is dynamic but faces shortcomings owing to socio-environmental changes. This highlights the relevance of knowledge exchanges from multiple sources, eroding the divide between endogenous and exogenous from the farmers' point of view. For positive exogenously induced socio-technical change to occur, external actors must fully understand the conditions under which (a) endogenous knowledge is produced and reinvented and (b) endogenous innovations flow among farmers. This will then allow the co-production of innovations adapted to each specific agro-ecological, cultural and socio-economic context, leaving them to be further transformed and refashioned by smallholders to meet their individual 'dispositions' and generate the roots necessary for a strong AKIS. Practical implications: This paper highlights the importance of locally embedded processes of learning and innovation, the better understanding of which can provide a more solid basis for the co-production of technologies and the establishment of an AKIS. Theoretical implications: This paper improves understanding of socio-technological change in smallholder agriculture by focusing on endogenous processes of learning and innovation. Originality: This paper advances the knowledge on endogenous processes of learning and socio-technical change in smallholder agriculture.

The Train-the-Trainer approach is widely used in Cooperative Extension education to efficiently disseminate research-based information to many clientele groups, including farmers. This paper compares the traditional Train-the-Trainer model to a comprehensive Collaborative Train-the-Trainer model and discusses weaknesses of the traditional model that are addressed in the Collaborative model. Sources of information used by farmers (growers) and overall effectiveness were measured through a survey instrument created and distributed to farmers in South and North Carolina. The Collaborative Train-the-Trainer model, which emphasizes peer-to-peer interaction and feedback loops, represents an enhanced approach for conceptualizing and implementing Extension educational programs.

The model of agricultural and industrial education for African Americans in the United States was created by Samuel Chapman Armstrong, founder of Hampton Normal and Agricultural Institute. Armstrong developed a paternal approach to educating African Americans and developed the Hampton Institute curriculum with moral education as its base. Booker T. Washington, a protege of Armstrong, carried the Hampton Model to Tuskegee, Alabama, and made it the basis for the curriculum at the Tuskegee Normal and Industrial Institute. The Hampton Model applied the concepts of moral education and a "learning by doing" approach to instruction. Both Armstrong and Washington were successful in garnering public support and private financial assistance for their respective institutes. The Hampton Model was utilized by a number of schools that sprang up in years after the American Civil War. Hampton and Tuskegee often helped to raise the standard of living for African Americans in the years following the American Civil War, but these advances could not be sustained under the tremendous social pressures associated with race and ethnicity of the 20th century. (Contains 1 table.)

This study was conducted to determine if an operational performance evaluation was valid and feasible for an area of small engine instruction. Four classes were evaluated using both a pencil-and-paper test and an operational performance test. One of the findings was that a positive relationship exists between student scores on the two tests. (LRA)

A sustainable transdisciplinary research network was established through a research practice partnership (RPP) between an urban farm, faculty and staff from a Historically Black College (HBC), and researchers at a medium-sized private university. We investigate student-worker resilience at this urban farm situated on the HBC campus, drawing on literature that explores tensions between informal learning environments and formal spaces, equitable food systems and farming systems, as well as the resilience of farm work, and which is grounded critical food systems education theory. Utilizing a participatory design approach, we conducted semi-structured interviews and deductively analyzed the data. The research questions guiding this paper are: (1) What topics of discussion are most important to the student-workers and staff working on an urban farm, (2) How do student-workers and college staff members perceive and experience resilience on an urban farm? We found that what participants on an urban farm discuss, relating to their experiences, include (1) how participants were eager to "engage" with the local community, (2) how participants demonstrated "resilience" while working on the urban farm, (3) how "power dynamics" played a pivotal role informing the direction of the urban farm, (4) how participants consider community "access" to healthy foods an important mission for the farm, (5) how the college acted as a power wielding entity, perpetuating its "privilege" over the farmers and the farm operations. These findings have the potential to enable community organizing spaces to promote resilience for their volunteers and workers, and for urban farms top partner with their community to promote the mission of increasing access to healthy and affordable food options.

The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)

Agricultural education has been an essential factor in the success of agricultural development in the Netherlands. At present, as in many countries throughout the world, the position of agricultural education is threatened. Does agricultural education have a future in the Netherlands, and if so, what strategies are being used for its survive? This paper discusses these questions. First the agri-food complex is described briefly, to give some contextual information about agricultural education. Additionally, some factual information about agricultural education itself is given. Subsequently, the trend towards green education is described, followed by a description and discussion of the first Policy Letter of the Ministry of Agriculture on the future of agricultural education. Then, the second Policy Letter is presented, including the shift towards content innovation of agricultural education and the implications for a general green curriculum. The paper then concludes with an overview of the types of responses used by institutes of agricultural education (schools and colleges) to cope with the uncertain developments. These responses are presented as metaphors: evaporating (vanishing), dissolving (merging into much bigger regional non-sectoral educational institutions) and crystallizing (regional and supra-regional sectoral cooperation and merging). The conclusion is that the crystallizing scenario is the most promising one for agricultural education, which has to support systems innovation of the agri-food complex. A further conclusion is that more attention should be given to the organization of the knowledge infrastructure to stimulate effective cooperative knowledge production and learning. (Contains 1 table.)

Purpose: Different forms of social learning have been explored to act as complements to conventional extension services. This paper examines the possibility of using vocational training to high school students who in turn transfer information to their parents. Design/Methodology/approach: We conduct a randomized control trial in nine communities in rural Nicaragua and evaluate changes in the knowledge of agricultural technologies, access to credit markets, and technology adoption for parents and students using a difference-in-difference approach. Findings: Our results show improvements in knowledge-based outcomes for students and parents, and increased access to credit markets and adoption of agricultural technologies by parents. Practical Implications: Given the increase in schooling across developing countries, our results suggest that programs designed around within-family information diffusion can complement more conventional forms of agricultural extension. Theoretical Implications: Little explored channels of information exchange can act as complements or substitutes of conventional extension models, where those are weak or non-existent. Originality/Value: This paper is one of the first to explore and evaluate the teacher-student-parent of information exchange as an alternative for agricultural technology diffusion.

Students' habits of mind (HoM) and disorienting dilemmas (DD) are challenging to investigate and have rarely been explored. Yet, in the past Covid-19 pandemic, students faced many academic and non-academic problems. For example, in Indonesia, 89 million parents lost their jobs, which influenced students' emotions in their learning process. This paper applied explanatory mixed methods to address students' HoM and DD in agriculture colleges in Yogyakarta, Indonesia. Two hundred and eleven students voluntarily participated in the online closed- and open-ended survey responses. The first quantitative data were analyzed using the Rasch model of application while Nvivo12 was used for the analysis of the latter. The quantitative data were focused on how agricultural English students perceived HoM; meanwhile, the qualitative data explored a catalyst and a life crisis under the students' DD. Then, the two research questions were comparatively discussed: (1) How do Agricultural students perceive their HoM and DD during learning English; and (2) What factors influence them in learning English? As illustrated in the Rasch map, the result showed that students were positively perceived HoM. The Pearson measure value was +1.13 logit, meaning that it showed the tendency of agree. However, some extreme findings were found from the person misfit. In terms of the students' DD during this Covid-19 pandemic, the data showed that most students were frustrated in joining the English online classes. Unclear directions from teachers were one of the problems that stimulate students' DD. From the perspective of HoM and DD, students were grouped into two when learning English in the pandemic: (1) those willing to improve their condition independently; and (2) those who did not care and had no initiative to find the solution.

Serious video games provide a immersive learning environment for agriculture by simulating real-life challenges scenarios. However, empirical evidence of their effectiveness is sparse. This scoping review follows PRISMA-ScR guidelines to summarize literature on serious video games for agricultural learning, highlighting research trends and identifying gaps. We systematically searched nine prominent research databases for papers on serious video games for agriculture learning published between January 2000 and July 2022. Two independent reviewers conducted screening, data extraction, and synthesized the collected data using a narrative approach. The initial search identified 3,297 articles, of which 0.58% (n = 19) were included in the review. Most reviewed games were released in the last five years, with a predominant presence in the mobile platform. They commonly employed a simulation-based approach, featuring 2-D graphics and designed for single-player experiences. These games mainly target students, focusing on crop production and sustainable agriculture. Educational theories were often unspecified in the studies. Evaluation protocols primarily consisted of pilot studies, emphasizing user experience and knowledge enhancement. Positive outcomes, such as improved user experiences, knowledge, and attitude and behavior changes, were commonly observed in these studies. This study highlights advancements in using serious video games for agricultural learning over 20 years. However, it stresses the need for deeper exploration of game elements' impact on user experience and effectiveness. Creating games for underrepresented players and specific agricultural challenges is essential, as is enhancing theoretical foundations and learning approaches. Rigorous research designs are vital for assessing game effectiveness across short, medium, and long terms.

Purpose: This paper explores teacher perceptions of agriculture and the subsequent influence of these perceptions on student career pursual in the sector. Design/methodology/approach: This quantitative study used a post-workshop survey to evaluate 185 Technology Mandatory teachers' knowledge, experience and perceptions of the agricultural sector. Findings: Participant's connection to agriculture was related to their childhood and current school locations. Childhood upbringing in a town or rural setting also impacted participants having an agriculture-related qualification, the likelihood of encouraging students to consider a career in agriculture, and an increased understanding of the job opportunities in the sector. Practical implications: This study highlights the importance of direct experiences with agriculture to increase teacher knowledge and perception of the sector and to encourage agriculture as a potential career for students, particularly if a teacher's childhood or school location is in a major city. Theoretical implications: The findings of this research provide preliminary evidence that formative learning experiences, exposure and education has an impact on perceptions of agriculture and these in turn are associated with teacher endorsement of careers in this area to their students. Originality/value: There are limited studies that highlight the current perceptions of teachers in Australia about agriculture as a career.

With ever-increasing focus from policymakers on the potential of vocational education to provide skills for livelihoods and sustainability in the rural economy, this study set out to investigate attempts at curriculum reform by agricultural technical and vocational education and training providers in the context of the dual crisis -- 'climate and economic' -- in Zimbabwe. The question addressed is: How should the agricultural vocational education and training curriculum respond to the climate and economic crisis to ensure sustainability? The paper highlights enablers and barriers to curriculum responsiveness. Moll's model of curriculum responsiveness provided analytical lenses for the study. Data collection was through semi-structured interviews, focus group interviews, document analysis and observations, and analysed thematically. The study revealed that the climate crisis in Zimbabwe has affected both government and non-government vocational training centres in several ways. However, the curriculum was 'one-size fits all', focused on the needs of a formal labour market. Such a labour market has been decimated by the economic crisis and climate break down. Hence, providers of agricultural vocational education in rural areas ought to consider re-engineering the curriculum to be more responsive to a range of drivers, including climate change, especially within the rural context.

This paper considers the influence of course design on the capability of a vocational college to implement a student-centred learning approach to enhance academic student engagement. It is based on an action research project involving a course redesign within a vocational agricultural education setting that created a more student-centred approach and in turn enhanced academic student engagement compared to its traditional delivery. Phase 1 of research looked at academic student engagement in a traditional lecture format utilising a multi-methodological analysis. This analysis identified that one type of module presented a significant challenge with 0/16 classes rated as 'high engagement', primarily due to the subject content. Phase 2 redesigned a module of this type using a more student-centred learning approach to evaluate if this could enhance academic student engagement. Observations carried out on 24 classes of the redesigned module rated 21/24 as 'high engagement'. The redesign process enabled the use of a more student-centred learning approach albeit limited by requirements to comply with traditional quality assurance requirements of the current course design. This action research contributes a greater understanding of how the principles of course design need to be considered in seeking to enhance academic student engagement in vocational education.

Dr. Bryan L. Garton presented the 2018 AAAE Distinguished Lecture at the Annual Meeting of the American Association of Agricultural Education in Charleston, South Carolina in May 2018. The article is a philosophical work based upon the author's experiences in the agricultural education profession and in higher education.

Purpose: To assess the extent to which privatised extension service, which is premised to be demand-driven, delivers downward accountability to smallholder farmers who are both owners and users of agricultural services. Design/methodology/approach: The research collected data through focus group discussions with smallholder tea farmers and key informant interviews after which the information were corroborated with semi-structured interviews with 104 smallholder farmers. Findings: Our findings show that KTDA (Kenya Tea Development Agency) extension service has in recent years embraced methodologies that allow two-way information exchange and farmers' involvement in planning, implementing and evaluation of extension programmes. While this transition has provided opportunities for increased accountability and empowerment of smallholder farmers, downward accountability is limited by among others; presence of multiple accountabilities, a heavy top-down governance structure, higher incentives for upward accountability, limited resourcing of extension delivery, excessive workload and unrealistic targets on the part of extension staff and weak extension-research-farmer linkages. Practical implications: The findings of this study may be used by policymakers, extension practitioners and organisations delivering extension services to improve downward accountability and quality of advisory services Theoretical implications: The paper contributes to the debate on outcomes of privatisation on extension provision using the accountability lens in an area dominated by perceptions on costs and payment for the services. Originality/value: The literature on downward accountability on privatised extension services is lacking. The paper also extends the framework for assessing the performance of pluralistic extension services to develop and apply a framework for assessing downward accountability in privatised extension.

Purpose: Agricultural innovation implies sharing information between researchers and farmers. Acknowledging the value of the other partner's knowledge is a preliminary step to facilitate agricultural interactive models. Traditionally, researchers' knowledges have been dominant, and farmers' knowledges have been underestimated. A large number of innovation papers pay attention to farmers' attitudes, interests, perceptions, barriers or drivers to change their practices. However, there is not so much information about researchers' point of view. The present paper analyses researchers' perceptions about farmers' knowledges and information sources. Design: It is based on a survey of 156 agricultural researchers mostly from public institutions in Spain. Methodology/approach: Descriptive statistics and principal component analysis (PCA) focused on researchers' perceptions of farmers' knowledges and information sources. Findings: This paper finds that there are two distinct profiles of researchers according to their perceptions on the relevance of knowledges and information sources for farmers. However, both profiles shared the view of 'own experience' as a highly relevant source for farmers' knowledges. Practical implications: It advises how to promote knowledge sharing according to different researchers' perceptions of farmers' knowledges and information sources. Theoretical implications: This paper classifies agricultural researchers according to their perceptions offarmers' knowledges and information sources. This classification enriches the discussion about agricultural interactive knowledge models. Originality/value: This paper pays attention to researchers' perceptions of farmers' knowledges and information sources. It particularly focuses on multi-actor approaches and the integration of farmers' and researchers' knowledges.

Transfer students from the College of Agriculture (COA) at Iowa State University graduate at a higher rate than their university peers (non-COA). Therefore, the purpose of this study was to determine if differences exist between COA and non-COA transfer students in their pre- and post- transfer experiences. A survey instrument was developed, and the fall 2019 transfer cohort was polled (n = 1048). A useable response rate of 45.9% (n = 481) was achieved which contained 104 COA participants. Responses from a random sample of 104 non-COA respondents served as the comparison group. Survey results found statistically significant differences (p < 0.05) between the groups in the manner in which transfer student capital was obtained. COA students tended to use advisors and admissions counselors prior to transfer more than their non-COA peers. However, pre- and post-transfer resources were underused by both groups. On average, 66.0% of all respondents reported that they planned to transfer to a four-year institution prior to enrollment at their previous institution, but less than 50.0% of respondents used a transfer plan or course equivalency guide to aid in their course planning. Additionally, an average of 76.5% of transfers across both groups reported being aware of post-transfer tutoring services but did not utilize this resources in their first semester. Significant differences (p < 0.05) were observed in the perceived usefulness of post-transfer tutor resources between the two groups. Additional research is needed to determine if observed differences between COA and non-COA students explain variance associated with persistence and completion of a baccalaureate degree. [This study was presented at the North Central Region Conference of the American Association for Agricultural Education, virtual conference, October 2020.]

Purpose: This paper aims to contribute to deepening insights on social media in agricultural research by presenting a case study on how a research and education centre in Mexico connected, communicated, and interacted in a research and education community on Twitter. Design/methodology/approach: By using a Social Network Analysis (SNA) approach, 1585 tweets were analysed. The data was gathered using NodeXL. Afterwards, SNA was performed through the igraph R package. Findings: The dynamic of virtual interaction around an agricultural research and education centre shows that different roles are needed to connect and foster the interaction on Twitter, as well as to spread information broader. While some accounts are functioning as creators of information, others act as consumers and diffusers of it, and a few more accounts play both roles. Practical Implications: To increase the size and strengthen the interaction of a network on Twitter, it is advisable to have the support of other accounts and to promote its use among potential users. This requires capabilities to develop a social media strategy and pro-actively engage new followers. Theoretical Implications: Through a SNA approach, it is possible to understand better the functions of weak and strong ties in virtual settings, i.e. the former to extend the network, and the latter to strengthen it. These ties can enhance information dissemination and enable exchanges on social media. Originality/value: This paper applies SNA as a theoretical and methodological framework to demonstrate that the interactions among users are different when a whole network is analysed, and when it is divided into the mentions and retweets networks. By doing this, hidden patterns are revealed.

This article focuses on the role of theory and assessment in shaping student services and support through collaboration between student and academic affairs. Specifically, this paper highlights the use of a first-year student assessment tool that informs student support practices in the College of Agriculture at Louisiana State University (LSU). Guided by Tinto's (2012) model of institutional action, the assessment tool examined the transition experiences of first-year students, which ultimately provided feedback on ways the academic college could better support their academic and social integration. The major innovations include strategic initiatives focused on three areas: first-year seminars, goal check-in meetings, and academic and social support. The article concludes with four recommendations for scholar-practitioners to help inform practice with first-year experiences and retention initiatives within higher education broadly.

Dr. J. Scott Vernon presented the 2017 AAAE Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in San Luis Obispo, California in May, 2017. The article is a philosophical work based upon the author's experiences in the agricultural education profession.

This study was carried out on the need to provide empirical evidences and establish the relationship existing between teachers' attitude and students' achievement as well as the relationship between teacher-student and students' academic achievement in agricultural science in Abia State, Nigeria. Two specific objectives guided the study. Two research questions as well as two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational study design. The study was carried out in Abia state. The population of the study was 9,963 consisting of 9,690 students and 273 teachers of agricultural science (Abia State Secondary Education Management Board, 2020). The sample size of 330 respondents consisting of 30 teachers and 300 students were selected and used for the study. A multistage sampling (simple random-purposive-simple random) procedure was adopted for this study. The study made use of two instruments for data collection; a questionnaire titled; Teacher Relationship and Attitude Questionnaire (TRAQ) structured on 4-point scale of 4=Highly Utilized (HU), 3=Utilized (U), 2=Averagely Utilized (AU) and 1=Not Utilized (NU) and a standardized agricultural science achievement test (AAT) adapted from 2018 WAEC agricultural science paper 2. The instruments were validated by three experts, two from the Department of Agricultural/Home-science Education and one from Department of Measurement and Evaluation in College of Education, Michael Okpara University of Agriculture, Umudike. The reliability of the instrument for the study was determined using split-half method of reliability which gave a reliability coefficient of 0.82 and 0.88 for the two instruments respectively. 330 Copies of TRAQ and AAT were administered to the respondents but 312 copies of the administered instruments were retrieved representing 94.5% retrieval rate. The data collected were analyzed using Pearson Product Moment Correlation to answer research questions and linear regression to test the hypotheses at 0.05 level of significance. Based on the findings, it was recommended among others that teachers should know that their relationship with their students plays a vital role in the students' achievement. As a result, they should always create a good relationship with their students. Positive and negative reinforcement should only be utilized when and where necessary.

Dr. Robert J. Birkenholz is a Professor of Agricultural and Extension Education in the Department of Agricultural Communication, Education, and Leadership (ACEL) at The Ohio State University. In 2002, he was appointed Chair of the department and served in that administrative role for two terms. In 2009, Dr. Birkenholz returned to a full-time faculty position in the department where he helped guide the creation of the undergraduate, interdisciplinary minor in Leadership Studies. Dr. Birkenholz has coauthored one book and one book chapter, 41 peer reviewed journal articles, 53 refereed research papers, and numerous other scholarly publications. He has taught a variety of courses in Agricultural Education and Leadership at the undergraduate and graduate levels. He has advised 59 Master's and 23 doctoral degree graduates. Dr. Birkenholz served as President of the American Association for Agricultural Education (AAAE) and was inducted as an AAAE Fellow in 1998. He received the AAAE North Central Region Outstanding Agricultural Educator award in 2011. He has presented lectures on student centered learning and leading change at the four state agricultural universities in India. He was recognized in 2008 as a Fellow in the Kellogg Food Systems Leadership Institute. This article presents a transcript of Dr. Birkenholz's Distinguished Lecture entitled "Ripple Effects" presented at the American Association for Agricultural Education, on May 16 2012.

Purpose: To explore the challenges and strengths of employing an extension approach, which entwines indigenous knowledge and science, for the purpose of enhancing sustainable agricultural practices. Design/methodology/approach: We assessed an agricultural extension approach which entwined indigenous knowledge and science. Data for this paper were qualitative and quantitative in nature as gathered from semi-structured interviews, farmer observations, surveys and the researcher's field notes. Findings: Indigenous knowledge has enormous potential to contribute to sustainable agriculture, yet it is rarely included in agricultural extension. There are many inhibiting factors which may contribute to the lack of inclusion of indigenous knowledge in extension programmes, including: perceived value of indigenous knowledge; knowledge protocols; cultural constraints; access to indigenous knowledge; and, misrepresentation of indigenous knowledge, but also strengths such as enhanced sustainable agricultural practices. Practical Implications: Understanding the strengths and challenges of entwining indigenous knowledge and science may support extension policies which further value indigenous knowledge and recognise accessibility and property rights, thus maximising the strengths and limiting the challenges. Theoretical implications: Whilst the present study further supports theories which recognise the challenges (accessibility; perceived value; intellectual property rights; cultural embeddedness) and strengths (contribution to sustainable agriculture) of including indigenous knowledge in agricultural extension, this study also offers an alternative approach to agricultural extension. Originality: Much has been written regarding the value of indigenous knowledge and its potential in sustainable agriculture. This paper explicitly reports on the strengths and challenges of entwining indigenous knowledge and science in an alternative agricultural extension approach.

Purpose: The purpose of this paper is to explore the challenges faced by ODeL institutions to involve students in campus sustainable development goals (SDGs) related practices. Given that universities are mandated by several calls to participate in the implementation of SDGs, one way they can contribute to the SDGs paradigm is through the involvement of students. Design/methodology/approach: Data were collected through interviewing the Campus Operations Manager and the Students Representative Council (SRC) to determine the challenges of involving students' in SDGs-related practices. The SRC completed the USAT (Part C) to determine SDGs practices students are involved in. An online survey was undertaken to determine how BSc Environmental Management students are participating in SDGs and the challenges faced towards their involvement. Thematic analysis analysed interview data and descriptive statistics analysed online survey data. Credibility and reliability were enhanced by data triangulation. Findings: The research revealed that few students were involved in some campus SDGs-related practices. Few students were involved in off-campus SDG projects. This result is attributed to the distance between the University of South Africa (Unisa) and the students, lack of finance, the misconception around SDGs and a lack of interest in SDGs. The geographical distribution of ODeL students was concluded as the major barrier to student involvement in SDGs. Originality/value: There are few studies, which investigated the involvement of students in campus-related SDGs in universities, let alone distance universities in Africa. The paper testifies that ODeL institutions have avenues to involve students in SDGs if such institutions become proactive through campus SDGs competitions and certification.

Purpose: The paper focuses on exploring the influence of structural and functional characteristics of demonstrations on their effectiveness. Design/Methodology: In the framework of AgriDemo-F2F project, we analysed the responses to 345 post-demonstration questionnaires filled out by the attendees of 31 demo events held in 12 EU countries. Factor analysis was employed and on a subsequent step a linear regression to predict general effectiveness. Findings: Results indicate that the very first steps in the organisation of on-farm demonstration are of critical importance for the successful delivery of their objectives, particularly decisions relating to relevance to farmers' needs and the structure of the event. Moreover, the paper offers first evidence that when/if on-farm demonstrations are appropriately structured and delivered they can meet their objectives regardless of the status and strength of the corresponding AKIS. Practical implications: Demonstration organisers should take special care with regard to the relevance of the topic and the group (demonstrator and attendees) as well as of the structure of the event. Theoretical implications: The various elements influencing the success of on-farm demonstrations are examined together and ranked. Originality/Value: The study generates important (theoretical and practical) insights concerning the success of a widely used technique of advisory/extension services, that is on-farm demonstrations, based on a large data-set from demonstration events through out Europe.

Purpose: The objective of this paper is to undertake an in-depth exploration of how structural characteristics of on-farm demonstration events impact the effectiveness of the demonstration as perceived by participants. Methodology: An explanatory mixed-methods approach was used based on the responses to 356 post-demonstration questionnaires filled out by the attendees of 31 demonstration events held in 12 EU countries in 2018, together with the qualitative data from an observation tool, interviews and case study reports relating to the same 31 events. Factor analysis was employed to predict general effectiveness, complemented with a qualitative analysis of participants' responses to improve the understanding of the quantitative results. Findings: Results indicate that peer-to-peer learning activities and good facilitation increase participants' perception of the effectiveness of a demonstration event. Furthermore, characteristics such as the structure of the day, the suitability of the host farm, a trustworthy demonstrator, and group size add much to the effectiveness of a demo event. Group dynamics -- including group connectedness and composition -- have the potential to impact perceived effectiveness. Practical implications: The paper contains clear messages for practitioners when designing a demonstration event. Theoretical implications: Our results connect with theories on motivation and adult learning in the context of farmer learning during on-farm demonstration. Originality: The paper is based on a rich empirical dataset. It reveals that group size and learning methods are crucial to achieve effective learning outcomes during demonstration events.

Purpose: The paper identifies, outlines, and categorises establishment and operational factors that contribute to successful agricultural on-farm demonstration. Design/Methodology/approach: The paper is based on a literature review on demonstration activities and meta-analysis of 24 original case study reports from 12 European countries. Findings: Based on a combination of deductive and inductive analysis, the success determinants are classified into nine critical success factors deemed important in designing an on-farm demonstration event (the 'Nine Ps'): Purpose, Problem, Place, Personnel, Positioning, Programme, Process, Practicalities, Post-event engagement. Each factor ('what') is framed in terms of success principles to provide a guide to its enactment ('how'). Practical implications: The results of the analysis can serve as a practical decision-support tool for organisers and evaluators of on-farm demonstration events. Theoretical implications: The paper broadens the perspective on the character, interlinkages, and relative importance of the factors underlying demonstration and their successful application within the agricultural knowledge and innovation system. Originality/Value: The paper addresses the deficit of comprehensive empirical studies investigating on-farm demonstrations by offering a rich research-based analysis of the factors and principles underlying their successful implementation.

The purpose of this qualitative study was to investigate United States secondary agriscience teachers' perceptions and attitudes of balancing personal and professional responsibilities. While many researchers are asking educators why they have or would leave the profession others have suggested a more forward-looking approach to why teachers remain in the profession. The theoretical framework for this study was structured in Self-Determination Theory and framed in Attrition Theory. This study addressed two research questions: what are your perceptions of overcoming professional challenges in your career, and how do you evaluate and address your personal wellbeing as an agriscience teacher. Five semi-structured research questions were prepared prior to the telephone interviews. The frame for this study consisted of six women and ten men in 14 states. Independent analysis of participant comments were organized into 19 categories using 318 coded objects. Three emergent themes were developed and included secondary agriscience teacher contributions to the student learning environment, secondary agriscience teacher resilience confronting conflicting experiences between personal and professional responsibilities, and professional motivation and validation of individual self-worth. The findings of this paper identified a connection between professional success through intrinsic motivation affected teacher's personal life and feelings of contentment and happiness. Findings also revealed student success in programs, academic student success in local, state, and the national FFA organization were influential as extrinsic motivators to drive intrinsic happiness.

The purpose of this quantitative study was to determine the amount of preparation Iowa inservice secondary agricultural education teachers received in agricultural mechanics at the university level. Secondary School Based Agricultural Education instructors attending the Iowa Association of Agricultural Educators' summer conference were given a paper-based survey instrument to report their perceptions of the agricultural mechanics skills and training they had received at the postsecondary level. Agricultural education teachers indicated that safety, welding, and construction were among the skills with highest concentration of instruction received at the postsecondary level. The areas in which teachers received the least amount of preparation were surveying, technology, and tractor skills. The overall lack of instruction in agricultural mechanics at the postsecondary level may lead to inexperienced and underprepared teachers. We recommended weekend or summer training be offered for inservice teachers who did not receive or received very little training at the postsecondary level. It is also recommended postsecondary institutions organize consistent ways in which agricultural mechanics courses are offered so that preservice agriculture teachers receive appropriate training prior to entering the profession.

The aim of the study is to substantiate methodological approaches to the agricultural educational program development on the basis of a modular-competence-based approach, which provides training for the experts of the agricultural industry, capable of implementing a federal scientific and technical program in the future for the development of agriculture in Russia, taking into account the requirements of professional standards. Professional and public accreditation of agricultural educational programs will allow for an external examination of the educational program implementation level and quality in accordance with approved professional standards and develop recommendations aimed at student training level improvement. The study defines the role of professional and public accreditation provision in the interaction between the labor market and the vocational education system. The authors substantiated the modular-competence-based approach to the development of educational programs that contributes to human capital quality improvement in agriculture. In this paper, an algorithm has been developed to expert training quality improvement. In general, the result of the work will contribute to the training of personnel for the industry and will ensure the achievement of a balance of qualifications between the labor market and agricultural education.

In contribution to a body of scholarship that examines teaching as a form of learning, the paper addresses a central question: What can be learnt from organised mobilisation to educate in communities eager to strengthen their unique biocultural heritage? The question is explored through an examination of two grassroots education projects in Latin American provincial locations rich in history. Studied ethnographically over a period of fifteen years from the point of view of the educators who run them, these two projects offer a unique opportunity to examine the formation and the mobilisation of value in education. I show how popular education and agroecology methods are used in both cases to face socio-ecological conflicts and refocus developmental tensions. I conclude with a short reflection on UNESCO's 2020 approach to education and its vital role in radically reconfiguring humanity's place and agency on planet Earth.

Purpose: This study aims to assess the current knowledge and awareness of environmental and sustainable development of Nigerian students by investigating the influence of their sociodemographics. Design/methodology/approach: This study adapts the concept of using an assessment model in a bespoke application of SulitestVR and Assessment of Student Knowledge. A total of 650 undergraduate students (in the environment, engineering and agriculture programs) were administered a paper-based questionnaire from June to July 2019. Findings: This study determined that Nigerian students performed poorly on the sustainability literacy test (SLT). Furthermore, students majoring in agriculture exhibited higher knowledge in the social and overall topics, followed by students majoring in the environmental field. From the study findings, the authors recommend that periodic assessment using SLT measures will help higher education institutions (HEIs) identify targeted sustainability programs for the development of students and educators. Hence, HEIs in Nigeria and elsewhere should use sustainability assessment tools to promote pro-environmental awareness. Originality/value: The SLT is one of several options to assess sustainability knowledge in HEIs. Several HEIs across the USA and Europe have been known to adopt some SLT assessment techniques to improve environmental literacy among students. However, environmental literacy has global implications; hence, this study contributes to the limited body of literature investigating the level of environmental awareness or literacy among university students from a developing country, focusing on the three main study programs (agriculture, environment and engineering).

This paper describes how approaches espousing experiential education principles are adopted by farmer-educators to contextualise farmers' learning and achievement of innovative farming practices. The study used qualitative case study methods of interviews, observations, and document review. Through purposive sampling techniques, twelve farmer-educators were selected from Bududa district. The findings show how farmer-educators adopted place-based education, problem-based education, project-based education, and learning histories to enhance experiential learning of innovative farming practices among small-scale farmers. However, effective experiential education via the aforementioned approaches is hampered by a lack of funding, ineffective programme design, and insufficient professional competencies. The study gives a clearer understanding of how experiential educational approaches can be adopted to provoke farmers' critical reflection through connecting and corroborating past experiences to current scenarios for effective learning and adoption of innovative farming practices.

Interdisciplinary in an increasingly popular term in educational settings. Analysis of the term reveals two meanings, a characteristic of an individual (i.e., interdisciplinary thinking) and a characteristic of a group (i.e., interdisciplinary collaborations). This paper serves to delineate those two meanings while building a conceptual model of the relationship between interdisciplinary thinking and collaboration wherein the two are mutually reinforcing educational experiences. In addition to modeling the two interdisciplinary outcomes, transitionary processes are described. The first transitionary process, transfer of interdisciplinarity, encourages learner transition from interdisciplinary thinking to participating in interdisciplinary collaborations, including a focus on working in teams, appreciation for diversity, understanding the problem or phenomenon, and awareness of individual expertise. The second transitionary process, experiential interdisciplinarity, attends to the individual knowledge constructed from interdisciplinary collaborations and includes learning through reflection, managing cognitive disequilibrium, and operationalizing diverse ideas. The resultant model provides a cyclical process for engaging learners in building interdisciplinary thinking and interdisciplinary collaboration skills. Recommendations are made for the application of the model in research and educational efforts to increase the interdisciplinarity of agriculture, food, and natural resources education.

Purpose: The purpose of this study is to examine how intersecting oppressed identities shape the socialization experiences of Black women doctoral candidates in agricultural disciplines at historically white institutions. This paper addresses a gap in literature examining the experiences of Black women within the context of higher agricultural sciences education. Design/methodology/approach: This study uses narrative inquiry to examine the experiences of five Black women doctoral candidates through a set of three interviews per participant. Findings: Three themes regarding participants' socialization experiences were identified. Themes are presented according to its site of socialization: lack of trust in advising relationships, departmental belonging and negative interactions with department faculty and isolation and exclusion at conferences. Originality/value: This study adds to the small body of research on Black women in higher agricultural sciences education. Further, this study contributes to the larger body of socialization research and the minimal research on socialization for marginalized populations in higher agricultural sciences education.

Purpose: Applying the Theory of Planned Behaviour (TPB), this paper distinguishes between three groups, advisors, leading farmers and other farmers, and evaluates the extent that these influence farm advisors' intensions to engage with Farmer Health and Safety (FHS) extension activities. Methodology: A cross-sectional survey was undertaken with advisors (N = 302) participating in a national Knowledge Transfer Programme (KTP). Surveys were completed by 136 advisors. Structural equation modelling (SEM) was undertaken to identify factors affecting the advisor's intentions to engage with FHS. Findings: TPB constructs explain 48% of the variance in intention. SEM findings illustrate that, in turn, perceived social pressure from leading farmers (subjective norms), Perceived Behavioural Control (PBC), and attitude as the key factors which positively and directly influence the intention. Social pressure from leading and conventional farmers, and other advisors (subjective norms), positively and directly influences attitude, PBC, and, indirectly, intention to engage with FHS. Practical implications: The results highlight the importance of involving leading farmers in advisor training activities relating to FHS as a way of demonstrating and confirming the importance of this issue to advisors. This study suggests the involvement of farmers and advisors in the design and delivery of education and training programmes aimed at developing advisor competencies to engage in farm health and safety. Theoretical implications: This study demonstrates the importance of identifying and understanding the influence of different social groups, in this instance, leading farmers, on behavioural intensions. Originality/value: The research establishes that end-users of advisory services play a key role in shaping advisors' intentions.

Purpose: This paper deals with the system level empirical analysis of Extension and Advisory Service (EAS) characteristics in India which help in identifying the functional nature of a pluralistic extension system. Design/Methodology/Approach: The study uses the 'Best Fit' framework for analysis of EAS of 36 organisations and applies criteria of functional advisory services proposed by Prager et al. Findings: Drawing knowledge from diverse sources; appropriate cooperation between them; a stable or growing workforce of field staff; staff receiving regular training and the use of a wide range of advisory methods by EAS providers were the positive aspects contributing to functional EAS. Advisory topics covered and clients group orientation was not uniform and inclusive. Time spent on advisories and other activities varied considerably among the different categories of organisations. Despite limitations, public EAS providers still play an important role in cementing all EAS providers in a pluralistic extension system and reaching out to the unreached. Practical implications: System level evaluation of EAS in a country highlights the functional and dysfunctional components of pluralistic EAS which can be strengthened or fixed for improving EAS support to farmers. Theoretical implications: The study depicts the application of the Best Fit Framework for system level evaluation of pluralistic EAS in a sub-national context. The conceptual framework for assessing the functionality of the EAS system is mainly drawn using the theories of New Institutional Economics and Operational Management. Originality/Value: The uniqueness of this study is that it evaluates EAS from a systems perspective and empirically identifies the functional and dysfunctional aspects while considering it as a part of the Agricultural Knowledge and Innovation System (AKIS).

This philosophical paper situates the system of School-Based Agricultural Education (SBAE) in light of teachers' attempts at boundary work. We define the system of SBAE through a Social Ecological Resilience approach, particularly by examining publications in the Journal of Agricultural Education (JAE) from 2021 to explore what SBAE demands of its teachers. Having worked with SBAE teachers over the last three years as they have struggled with attempts at boundary ownership, we question what this personal struggle indicates about a broader system. We argue for a bounded system by which respect for boundary ownership is reciprocated as an expected norm. We conclude by situating solutions oriented around the factors of Social Ecological Resilience theory. This work engages individuals across the system, rather than just the teachers, toward systemic accountability and transformation.

Dr. Gregory Thompson presented the 2015 AAAE [American Association for Agricultural Education] Distinguished Lecture at the Annual Meeting of the American Association for Agricultural Education in San Antonio, Texas in May, 2015. The article is a philosophical work based upon the author's experiences in the agricultural education profession.

Purpose: The paper compares two government-sponsored education programs for agricultural entrepreneurs: a Leadership program and a Lean program. Methodology: The paper takes both a qualitative and a quantitative approach in its collection and analysis of data from 54 semi-structured interviews and from a survey with 109 participants. Findings: The main challenges to business and personal development are time pressure and the need for better communications. The Leadership program participants emphasize the effect of internal barriers such as fixed mind-sets. The Lean program participants emphasize the effect of external barriers such as financing. Both groups emphasize personal and business growth more than the control group. Practical Implications: Entrepreneur education programs can help participants, program developers, and advisory organizations identify and manage business challenges and barriers. Theoretical Implications: The paper contributes to the literature about educations for entrepreneurs in the agricultural sector with its examination of agricultural entrepreneurs' reflections on barriers and challenges in business development and their linkage to overcoming barriers focused on a resource-based perspective with different types of resources. Originality/Value: The paper encourages examination of development challenges and barriers from the perspective of participators in entrepreneur education programs.

This paper discusses the value of using classroom observations as part of a multi-methodological approach to understand what influences student engagement in classroom settings. This action research aimed to gain insights into what influences students to participate in the classroom and was conducted in an Irish vocational agricultural college as part of an initiative aimed to enhance classroom engagement. Classroom observations were used to examine how students interact in classroom settings by observing student's behavioural engagement as the cognitive and affective domains of engagement are more difficult to observe. The findings were triangulated and validated with data from the teacher interviews, student focus groups, and a student survey. This paper details the multi-methodological approach taken, how classroom observations were developed and used, and the value they brought to evaluate what impacted student engagement within this context.

The demand for engineering education and graduates is increasing daily because the current service and technological designs are unable to meet the needs of the society and the expected dramatic increase in the future. The emerging skill gap requires a shift in the type of expertise required of young professionals that will be needed to successfully lead organizations in the new economy. Researchers have identified various 'shapes' for the engineering professionals to make them relevant to the 21st century challenge, especially in the industry where their expertise is much needed. T-shaped professionals have skills that make them to be more preferred among others. The purpose of this paper is to present the need to upgrade engineering education curriculum to produce more T-shaped graduate engineers required in the changing industrial world. The potential benefits of T-shaped professionals to organizational performance are quite significant; hence, the demand for T-shaped professionals in knowledge-intensive, service-oriented economies is increasing. Unfortunately, the challenges associated with creating more T-shaped professionals are also significant. National regulatory bodies for engineering education in Nigeria are beginning to move towards integrated curriculum to break down discipline silos and produce T-shaped graduate engineers for the fast-changing industrial world. Service Science Management and Engineering (SSME) is an emerging discipline with over 250 programmes in 50 nations seeking to create more T-shaped professionals.