Department Of Agricultural Education Research Articles

Roles and Responsibilities of the Florida Extension Specialist

This publication was created to help Florida Extension specialists and their mentors in understanding their roles and responsibilities and the way their expertise fits within the Florida Cooperative Exten­sion Service (FCES). Written by Matt Benge, Karlibeth Leitheiser, Saqib Mukhtar, Karla P. Shelnutt, LaToya O’Neal, Maia McGuire, Shannon J. Horrillo, and Peyton N. Beattie, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2024.

Frequently Asked Questions about Stormwater Wet Ponds

This publication addresses some of the most frequent questions that residents ask regarding the function and maintenance of their stormwater ponds. Written by Ange Asanzi, Miranda Carver Martin, Michelle Atkinson, Chamoda P. D. Dissanayake Mudiyanselage, Basil V. Iannone III, Eban Bean, Alexander J. Reisinger, Mary Lusk, Dail Laughinghouse, and Paul Monaghan, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2024.

Conducting Productive Team Meetings

This publication outlines tips and strategies for team leaders running meetings. Written by Carrie N. Baker, Matthew Gold, Sarah A. Bush, Laura L. Greenhaw, and Rachel Biderman, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2024.

Perceptions on Influence of Membership in Young Farmers Clubs on Career Interest and Participation in Agricultural Activities Among Secondary School Students in Nakuru North Sub-County, Nakuru County, Kenya

Young Farmers’ Club (YFC) activities globally have played a vital role in the mastery and attainment of knowledge in agriculture subject since it is best learned by use of practical activities. Increased youth participation in agricultural production is necessary and vital in facilitating food and nutritional security. In Kenya, Young Farmers Club of Kenya (YFCK) was established to help boys and girls to develop ideas for better farming, provide social and recreational activities, help give the necessary dignity to agriculture as an occupation and develop good and competent agricultural leadership. The objectives of YFCK included promoting interest in farming, sound training in advanced methods of crop and animal husbandly, leadership skills, self-reliance, self-confidence and responsibility. The purpose of this study was to determine the perception on influence of membership in young farmers clubs on career interest and participation in agricultural activities among day secondary schools students in Nakuru North sub-county. A descriptive survey design was adopted with a target population of 2,660 agriculture students and 32 agriculture teachers. Proportionate random sampling was used to select a sample of 120 respondents from the 19 day public schools. Data was collected from the sampled heads of agriculture subject using a questionnaire. Content validity of the instrument was ascertained by two panels of experts from Department of Agricultural Education and Extension and the supervisors. Reliability of the instruments was ensured through a pilot-test using 40 agriculture students and four agriculture teachers from Nakuru East Sub-county. The reliability of the instrument was tested using Cronbach Alpha coefficient. A reliability coefficient was 0.76 and 0.73 for YFCK members and Agriculture teachers respectively, at a significance level of α= 0.05. The collected data was analyzed using descriptive with the aid of SPSS 20.0 for Windows. Data was analysed using various tables and graphs. The researcher recommends that Agriculture teachers in collaboration with school administration should enhance YFCK activities. This is for proper and effective practical activities in teaching of Agriculture subject according to the syllabus. The findings of the study will be of importance to secondary school teachers, students and other scholars of higher institutions of learning by emphasizing in formation of young farmers clubs in day secondary schools in Nakuru North Sub- County, Nakuru County Kenya.

Designing Instruction to Guide Reflection

Reflection is critical because it helps the learner encode their new knowledge, helping them tie what they experienced in class with what they already know and believe. This article aims to provide a few strategies to help guide reflection. These strategies can be used to inform teaching in the formal classroom, Extension programming, and non-formal teaching. Written by R. G. (Tre) Easterly III and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Better Mentorship, Better Student Experience: An Introduction to Mentorship

This initial article in the Better Mentorship, Better Student Experience series provides faculty and students with a basic understanding of the potential benefits of mentoring and creating a support system. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Better Mentorship, Better Student Experience: Tips for Mentees

This third publication of the Better Mentorship, Better Student Experience series focuses on the experience of the mentee. This article aims to serve as a resource for mentees who are seeking tips and support as they work with their mentors in academia and beyond. This publication describes the role of the mentee and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, June 2024.

Better Mentorship, Better Student Experience: Tips for Mentors

This second publication of the Better Mentorship, Better Student Experience series is intended to serve as a resource for mentors who are seeking tips and support as they work with mentees in academia and beyond. This publication describes the role of the mentor and provides practical tips that can be applied in any setting. Written by Debra M. Barry, Heather Nesbitt, and Heather McAuslane, and published by the UF/IFAS Department of Agricultural Education and Communication, May 2024.

Encouraging Residents to Request Wildlife-Friendly Landscape Maintenance from Their Chosen Professionals: A Stages of Change Approach for Extension and Other Practitioners

This publication explains Florida residents’ current involvement in requesting wildlife-friendly landscape maintenance (WFLM) and the perceived barriers and motivators associated with this behavior using the concept of stages of change. Written by Laura A. Warner, Dharmendra Kalauni, John M. Diaz, Emily Marois, Adam Dale, and Jaret Daniels, and published by the UF/IFAS Department of Agricultural Education and Communication, April 2024.

Clickbait

This publication provides an overview of clickbait and its characteristics. The publication also discusses a few implications of clickbait use. Written by Nicole Patten, Ricky Telg, and Kevin Kent, and published by the UF/IFAS Department of Agricultural Education and Communication, March 2024.

Using the Four-Frame Leadership Approach to Mobilize Strategic Science Communication Efforts

This publication outlines some organizational strategies to consider when participating in science communication through the lens of Bolman and Deal’s four-frame leadership approach. Written by Christine Krebs, Matthew Sowcik, and Jamie Loizzo, and published by the UF/IFAS Department of Agricultural Education and Communication, March 2024.

Self-Regulatory Learning Strategies for Senior Secondary Agriculture Students

Self-regulation is essential to the learning process as it enhance student performance. However, there is very little research on the self-regulatory strategies employed by students. Therefore, this study sought to identify self-regulatory learning strategies used by senior secondary agriculture students. The study used a descriptive survey design, and targeted agriculture students in senior secondary schools in Eswatini. Consequently, there were ten schools sampled using cluster sampling; which produced 356 respondents. Data were collected using a questionnaire and analysed using descriptive statistics. Three experts from the Department of Agricultural Education and Extension at the University of Eswatini ensured the validity of the questionnaire. A pilot study using 30 students indicated that the instrument was 72% reliable. Findings revealed that the senior secondary agriculture students used all the self-regulatory learning strategies. The most commonly used strategies were self-evaluation, structuring the environment, keeping records and monitoring, and organizing and transforming. The study also revealed that teachers were equipping students with self-regulatory strategies. Therefore, the study concluded that the senior secondary agriculture students used self-regulatory learning strategies. Based on the findings, it was recommended that teacher training institutions should equip agriculture teachers with self-regulatory strategies which will enable them to assist the students.

Using Social Media to Engage Communities with Research: Accessibility

This new 6-page document, part of a series on using social media to engage communities with research, focuses on making your social media inclusive by integrating accessibility up front for individuals with disabilities of various types. Any Extension personnel, researchers, and other public engagement and communications personnel can benefit from these strategies. Written by Kathryn A. Stofer, Kirsten Hecht, and Lisa Lundgren, and published by the UF/IFAS Department of Agricultural Education and Communication.https://edis.ifas.ufl.edu/wc427

Addressing Labor Needs by Understanding Grower Perceptions about Adoption of Automated Nursery Technologies: A Resource for US Extension Professionals

This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication presents research assessing how nursery growers perceive automated and mechanized nursery technologies (ANTs) and determine how these perceptions relate to adoption. This information could guide the development of Extension programs that help nursery operations make informed decisions about ANT adoption and identify ANT characteristics that are positively correlated with ANT adoption. This document was designed for Extension professionals and other practitioners who serve nursery grower clientele across the United States, including companies developing and marketing ANTs to nursery operations. Written by Laura A. Warner, Alicia L. Rihn, Amy Fulcher, Susan Schexnayder, Anthony V. LeBude, Lloyd Nackley, Margarita Velandia, and James Altland.https://edis.ifas.ufl.edu/wc425

Relying on Research for Effective Response: A Survey Tool for Measuring the Impact of COVID-19 to Create Extension Resources

The UF/IFAS Center for Public Issues Education in Agriculture and Natural Resources (PIE Center) conducted a series of national public opinion surveys to examine the perceptions of Americans related to COVID-19. The PIE Center shared the survey data using Extension and outreach communication pieces, including issue guides, kinetic typography videos, webinars, and communication toolkits. Data collected from the PIE Center on Americans’ perceptions related to COVID-19 also informed two communication toolkits developed for Extension. This new 5-page article, published by the UF/IFAS Department of Agricultural Education and Communication, describes the instruments used to collect public opinion data related to COVID-19. Written by Lauri M. Baker, Ashley McLeod-Morin, Shelli Rampold, Anissa Zagonel, Ricky Telg, Angela B. Lindsey, Michaela Kandzer, Sandra Anderson, Sydney Honeycutt, Phillip Stokes, Valentina Castano, and Alena Poulin.https://edis.ifas.ufl.edu/wc426

Manipulative Effect of Environmental Conditions on the Growth and Yield of Cucumber Nourished with Poultry Manure in Sandy Loam Soil

There is high demand for cucumber because of its nutritional and medicinal implications. Despite the several benefits of the crop, there is little information on the agronomic performance of the crop in open and shaded conditions using different rates of poultry manure in south east Nigeria. The experiment was carried out to determine the effect of different rates of poultry manure on the growth and yield of cucumber in open and shaded conditions. This research was conducted in the research farm of the Agricultural Education Department, University of Nigeria, Nsukka. The experiment was laid out using RCBD (Randomized Complete Block Design) and replicated three times for both the open and shaded conditions. The poultry manure treatments applied were 0, 2 and 4ton/ha and data for the growth parameters were recorded on the 4th, 6th and 8th weeks after planting (WAP) while data on yield parameters were taken at harvest. The results indicated that cucumber planted under open system had the highest number of leaves, branches, stem girth, number of flowers, number of fruits and weight of fruits per plant when treated with 2ton/ha of poultry manure in comparison with 0ton/ha and 4ton/ha treatments under shaded system. The researchers therefore concluded that farmers in the study area can grow cucumbers in an open field with 2ton/ha poultry manure for optimal growth and yield of the crop.

Streaming Science #3: Using Scientist Online Electronic Field Trips for Engagement with Your Target Audience

This is the third publication in the Streaming Science EDIS series focused on how to use mobile hardware and software for engagement with your target audience. This new 6-page publication of the UF/IFAS Department of Agricultural Education and Communication focuses on a model called Scientist Online for live webcast electronic field trips (EFTs). Through Scientist Online EFTs, Streaming Science connects university scientists and Extension professionals with PK-12 students around the world for small-scale presentations, demonstrations, and discussions. Written by Jamie Loizzo, Caroline Barnett, Christine Krebs, and Gabriel Spandau.https://edis.ifas.ufl.edu/wc424

Cooperating Teachers’ Best Practices for Mentoring #4: Role Modeling

This fourth publication of the Cooperating Teachers’ Best Practices for Mentoring series focuses on role modeling. Role modeling is achieved by the cooperating teacher positively modeling all aspects of teaching. This can be accomplished through demonstrating teaching methods, explaining classroom management techniques, and modeling effective communication. Through observation, the student teacher decides what and how they will implement or not implement as an educator in their own classroom. Written by Heather R. Nesbitt and Debra M. Barry and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.https://edis.ifas.ufl.edu/wc423

Intercultural Competence in Extension Education: Applications of an Expert-Developed Model

This article summarizes results of a study designed to identify essential intercultural competencies for Extension professionals. Recommendations are provided for Extension administrators to inform recruitment and professional development decisions in the broader effort to provide relevant and responsive programming for multicultural audiences. Written by John Diaz, Cody Gusto, Colby Silvert, K. S. U. Jayaratne, Lendel Narine, Sharon Couch, Celina Wille, Nozella Brown, Cintia Aguilar, Dionardo Pizaña, Kris Parker, Gayle Coon, Merrianneeta Nesbitt, Laura Valencia, Dominic Ledesma, and Lupita Fabregas, and published by the UF/IFAS Department of Agricultural Education and Communication, September 2022.

Cooperating Teachers’ Best Practices for Mentoring #3: Professional Support

This publication series serves to guide cooperating teachers and those who support cooperating teachers in becoming effective mentors. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication will break down the major areas of professional support and provide real-world examples of how cooperating teachers can implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry.https://edis.ifas.ufl.edu/wc422