The information provided in this publication is for your convenience and reference as a general guide only and cannot be relied upon as an authoritative source for the law, practices, or policies of CalPERS. While CalPERS tries to include only accurate, timely and complete information in its publications, summaries, guidelines and other advisory printed materials, sometimes information provided in printed materials may be or become inaccurate, untimely, incomplete, unclear or misleading. In all instances, the law then in effect, not this publication, controls the application of the Public Employees' Retirement Law. It is the reader's responsibility to independently verify the accuracy of the information contained in this publication before engaging in a course of action.
{"title":"Introduction - Table of Contents","authors":"M. Brashears","doi":"10.4148/2831-5960.1125","DOIUrl":"https://doi.org/10.4148/2831-5960.1125","url":null,"abstract":"The information provided in this publication is for your convenience and reference as a general guide only and cannot be relied upon as an authoritative source for the law, practices, or policies of CalPERS. While CalPERS tries to include only accurate, timely and complete information in its publications, summaries, guidelines and other advisory printed materials, sometimes information provided in printed materials may be or become inaccurate, untimely, incomplete, unclear or misleading. In all instances, the law then in effect, not this publication, controls the application of the Public Employees' Retirement Law. It is the reader's responsibility to independently verify the accuracy of the information contained in this publication before engaging in a course of action.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123172508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Exploring the Impacts of Lead Farmer Selection on Community Social Learning: The case of Farmer-to-Farmer Model: A Review of Literature","authors":"W. Ochieng, C. Silvert, John M. Diaz","doi":"10.4148/2831-5960.1022","DOIUrl":"https://doi.org/10.4148/2831-5960.1022","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128790176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Adoption of improved agricultural practices: Learning from off-season vegetable production in Nepal","authors":"R. Ghimire, Marari Suvedi, M. Kaplowitz","doi":"10.4148/2831-5960.1027","DOIUrl":"https://doi.org/10.4148/2831-5960.1027","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132519080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. H. Hunter, Hui-Hui Wang, B. J. Nelson, D. Bhattacharya
Abstract 4-H and Extension educators who work with youth are uniquely positioned to help them meaningfully learn about global climate change (GCC) in a way that connects to their everyday lives and interests. Yet we don’t have a baseline understanding of these educators’ knowledge of GCC or how they teach about it. This paper presents brief findings of a study intended to fill that gap in knowledge. Educators from six states responded to an online survey in 2020. GCC knowledge varied by topic and by educator instructional focus, with STEM and Civic Engagement educators scoring highest. Questions about greenhouse gasses and long-term air temperature changes had the lowest number of correct answers. Responses to open ended questions in the survey indicated a moderate number of educators believed that GCC is anthropogenic. Most educators avoided teaching about GCC or touched on it briefly. Those that did teach about GCC indicated their main motivation is that such instruction benefits youth, followed by care for the earth. Recommendations for professional development, such as making opportunities contextualized to the instructional focus and the geographic location are shared.
{"title":"The Global Climate Change Knowledge and Practices of 4-H and Extension Youth Educators","authors":"R. H. Hunter, Hui-Hui Wang, B. J. Nelson, D. Bhattacharya","doi":"10.4148/2831-5960.1032","DOIUrl":"https://doi.org/10.4148/2831-5960.1032","url":null,"abstract":"Abstract 4-H and Extension educators who work with youth are uniquely positioned to help them meaningfully learn about global climate change (GCC) in a way that connects to their everyday lives and interests. Yet we don’t have a baseline understanding of these educators’ knowledge of GCC or how they teach about it. This paper presents brief findings of a study intended to fill that gap in knowledge. Educators from six states responded to an online survey in 2020. GCC knowledge varied by topic and by educator instructional focus, with STEM and Civic Engagement educators scoring highest. Questions about greenhouse gasses and long-term air temperature changes had the lowest number of correct answers. Responses to open ended questions in the survey indicated a moderate number of educators believed that GCC is anthropogenic. Most educators avoided teaching about GCC or touched on it briefly. Those that did teach about GCC indicated their main motivation is that such instruction benefits youth, followed by care for the earth. Recommendations for professional development, such as making opportunities contextualized to the instructional focus and the geographic location are shared.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131667315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Increasing doctoral degree holders in Sub-Saharan Africa may significantly impact the quality and quantity of undergraduate and graduate programs. Research capacity is crucial to successfully completing a thesis or dissertation and obtaining a graduate degree. Unfortunately, in Sub-Saharan Africa, many students abandon or delay their degrees at this stage due to limited research and writing skills. This study aimed to identify the most critical thesis and dissertation (TD) research needs of masters and PhD students from Sub-Saharan Africa. Thirty-eight skills were identified from the literature and presented to agricultural education and extension/leadership students. Borich (1980) and Witkin (1984) needs assessment models were used to ascertain the perceived importance and extent of students' knowledge of TD topic areas. The top identified needs were extracting a manuscript from a thesis, writing a journal article, choosing inferential statistics, deciding the descriptive statics, and what to review in the literature. A total of 15 items were identified as critical needs using the Witkin model. The findings identified challenges and opportunities for improving Sub-Saharan African graduate students' research knowledge and TD performance, implying that combining the two models to identify training needs may produce more comprehensive results than using only one methodology.
{"title":"A Multimodal Degree Completion Needs Analysis of Agricultural and Extension Education Graduate Students in Sub-Saharan Africa","authors":"M. Oyugi, Mathew Baker, A. Lamm, K. Lamm","doi":"10.4148/2831-5960.1054","DOIUrl":"https://doi.org/10.4148/2831-5960.1054","url":null,"abstract":"Abstract Increasing doctoral degree holders in Sub-Saharan Africa may significantly impact the quality and quantity of undergraduate and graduate programs. Research capacity is crucial to successfully completing a thesis or dissertation and obtaining a graduate degree. Unfortunately, in Sub-Saharan Africa, many students abandon or delay their degrees at this stage due to limited research and writing skills. This study aimed to identify the most critical thesis and dissertation (TD) research needs of masters and PhD students from Sub-Saharan Africa. Thirty-eight skills were identified from the literature and presented to agricultural education and extension/leadership students. Borich (1980) and Witkin (1984) needs assessment models were used to ascertain the perceived importance and extent of students' knowledge of TD topic areas. The top identified needs were extracting a manuscript from a thesis, writing a journal article, choosing inferential statistics, deciding the descriptive statics, and what to review in the literature. A total of 15 items were identified as critical needs using the Witkin model. The findings identified challenges and opportunities for improving Sub-Saharan African graduate students' research knowledge and TD performance, implying that combining the two models to identify training needs may produce more comprehensive results than using only one methodology.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132860053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Table of Contents - Introduction","authors":"M. Brashears","doi":"10.4148/2831-5960.1061","DOIUrl":"https://doi.org/10.4148/2831-5960.1061","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132291524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Building Global Leaders through Field Research and Extension Experiences in Belize","authors":"T. Gill, A. Willcox","doi":"10.4148/2831-5960.1013","DOIUrl":"https://doi.org/10.4148/2831-5960.1013","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123346767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Bicksler, P. Trail, R. Bates, Richard R. Burnette, B. Thansrithong
A Small Farm Resource Center (SFRC) is an informal in-situ extension model used for testing promising agricultural and rural livelihoods options on a physical central site, with some measure of extension methodology. There is a need to evaluate SFRCs as research-extension models operating outside of formal government extension and advisory services. Seven SFRCs located in Southeast Asia were studied to classify extension methodologies adopted by those centers, evaluate extension efficacy, and to provide recommendations for amplifying their services. On average in 2013, SFRCs were 21.1 years old, covered 24.2 ha, cost 242,000 USD to establish and had a yearly operating cost of 28,500 USD. The work of the seven SFRCs could be classified into five predominant extension methodologies: on-site and off-site demonstrations, on-site and off-site trainings, and off-site extension outreach. Most of the SFRCs utilized combinations of these and tailored their methods to the particular context. Besides agricultural production, SFRCs also offered socio-cultural and socio-economic assistance, owing to a cycle of extension knowledge refinement. SFRCS were re-engaged in 2021 and all 7 were still operational, and the majority provided the same number or more services (57%) as in 2013, utilized the same amount of space (71%), and were perceived to have the same or more efficacy (71%) even in the face of decreasing or stagnating funding (71%) due to the COVID-19 pandemic. Overall, SFRCs continue to be used successfully throughout Southeast Asia and provide cost-effective and needs-based extension and advisory services to underserved populations outside of formal extension services.
{"title":"Small Farm Resource Centers as Informal Extension Hubs in Underserved Areas: Case Studies from Southeast Asia","authors":"A. Bicksler, P. Trail, R. Bates, Richard R. Burnette, B. Thansrithong","doi":"10.4148/2831-5960.1060","DOIUrl":"https://doi.org/10.4148/2831-5960.1060","url":null,"abstract":"A Small Farm Resource Center (SFRC) is an informal in-situ extension model used for testing promising agricultural and rural livelihoods options on a physical central site, with some measure of extension methodology. There is a need to evaluate SFRCs as research-extension models operating outside of formal government extension and advisory services. Seven SFRCs located in Southeast Asia were studied to classify extension methodologies adopted by those centers, evaluate extension efficacy, and to provide recommendations for amplifying their services. On average in 2013, SFRCs were 21.1 years old, covered 24.2 ha, cost 242,000 USD to establish and had a yearly operating cost of 28,500 USD. The work of the seven SFRCs could be classified into five predominant extension methodologies: on-site and off-site demonstrations, on-site and off-site trainings, and off-site extension outreach. Most of the SFRCs utilized combinations of these and tailored their methods to the particular context. Besides agricultural production, SFRCs also offered socio-cultural and socio-economic assistance, owing to a cycle of extension knowledge refinement. SFRCS were re-engaged in 2021 and all 7 were still operational, and the majority provided the same number or more services (57%) as in 2013, utilized the same amount of space (71%), and were perceived to have the same or more efficacy (71%) even in the face of decreasing or stagnating funding (71%) due to the COVID-19 pandemic. Overall, SFRCs continue to be used successfully throughout Southeast Asia and provide cost-effective and needs-based extension and advisory services to underserved populations outside of formal extension services.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115168366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Manuscript Submission Guidelines","authors":"M. Brashears","doi":"10.4148/2831-5960.1062","DOIUrl":"https://doi.org/10.4148/2831-5960.1062","url":null,"abstract":"","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"62 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129816932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In today’s globalized world, educators and employers generally agree on the necessity for undergraduate agricultural [ag] students to develop a sound understanding of global ag issues and policy. Because of this, many U.S. universities have promoted internationalizing curriculum and increased international study abroad experiences. However, few studies have examined the impact of international experiences on students’ knowledge and attitudes about international ag issues and policies. This study bridges this gap by identifying the relationship between student knowledge and attitude toward international ag issues and U.S. ag policy, and how international experience and demographic variables play a role in that relationship. Adapted from previous literature, an online survey was developed in 2019 among 196 undergraduate students in ag and non-ag fields to measure student knowledge (global aptitude assessment) and student attitude (attitude index score) towards the importance of global agricultural issues and policy. Results concluded that undergraduate students held a low level of knowledge about global ag issues and policy; in fact, ag students held lower average knowledge scores than non-agricultural students. This emphasizes the urgency for administrators to intentionally design and reevaluate our current curriculum to meet these knowledge gaps. Additionally, study abroad experiences did not contribute to students’ knowledge nor attitudes. The authors discuss several possibilities for such results and highlight the call to similarly reevaluate our study abroad curriculum to be more intentional in impacting student knowledge in global ag food systems and acknowledge differences in policy, getting students excited and interested in the global market.
{"title":"The Exploration of Undergraduate Attitudes and Knowledge about International Agricultural Issues and US Agricultural Policy","authors":"Caitlin G. Bletscher, Megan Gould, Shuyang Qu","doi":"10.4148/2831-5960.1010","DOIUrl":"https://doi.org/10.4148/2831-5960.1010","url":null,"abstract":"Abstract In today’s globalized world, educators and employers generally agree on the necessity for undergraduate agricultural [ag] students to develop a sound understanding of global ag issues and policy. Because of this, many U.S. universities have promoted internationalizing curriculum and increased international study abroad experiences. However, few studies have examined the impact of international experiences on students’ knowledge and attitudes about international ag issues and policies. This study bridges this gap by identifying the relationship between student knowledge and attitude toward international ag issues and U.S. ag policy, and how international experience and demographic variables play a role in that relationship. Adapted from previous literature, an online survey was developed in 2019 among 196 undergraduate students in ag and non-ag fields to measure student knowledge (global aptitude assessment) and student attitude (attitude index score) towards the importance of global agricultural issues and policy. Results concluded that undergraduate students held a low level of knowledge about global ag issues and policy; in fact, ag students held lower average knowledge scores than non-agricultural students. This emphasizes the urgency for administrators to intentionally design and reevaluate our current curriculum to meet these knowledge gaps. Additionally, study abroad experiences did not contribute to students’ knowledge nor attitudes. The authors discuss several possibilities for such results and highlight the call to similarly reevaluate our study abroad curriculum to be more intentional in impacting student knowledge in global ag food systems and acknowledge differences in policy, getting students excited and interested in the global market.","PeriodicalId":133020,"journal":{"name":"Journal of International Agricultural and Extension Education","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125714961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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