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Via online issue. 1 page., Author reports that only two of 25 eXtension communities of practice have offically named communications professionals on their leadership teams.
17 pages, We examined the effect of multidimensional farmers' beliefs on the likelihood of cultivating planting materials of biofortified orange-fleshed sweet potato (OFSP) varieties. Using a panel dataset and combining difference-in-differences regression with propensity score matching, results showed positive effects of beliefs related to health benefits, yielding ability, sweetness, disease-resistance, storability, early maturity, colour, and that children enjoy eating OFSP roots, on cultivation of OFSP varieties. The proportion of OFSP roots out of total sweet potato production for a household increased among farmers' who held these beliefs. Efforts to promote biofortified crops can, therefore, benefit from taking farmers' multidimensional beliefs into consideration.
10 pages, This study sought to understand Extension Education's trends and research needs as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP) by comparing and contrasting findings from questionnaires using open-ended questions. Both groups identified changing technology and new audiences as key trends requiring Extension to adapt, and JCEP respondents noted makers and entrepreneurs as prominent new audiences. For Extension Education research needs, both groups prioritized research to heighten professional development among Extension professionals. JCEP respondents desire Agricultural and Extension Education (AEE) Departments to lead research in Extension administrative leadership. On the contrary, AAAE respondents prioritized Extension program evaluation research. Regarding Extension professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents named research methods as prioritized needs. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some internships, practicums, and experiential learning in their AEE curriculum. The results have implications for AEE Departments in planning professional development for Extension professionals and college instruction producing Extension-career-ready graduates. Recommendations emphasize the need to coordinate college curriculum and professional development and to prepare students for Extension careers.
