20 pages; Article 3, via online journal, Student-run publications, including newsrooms and similar agency-style work achieve the curricular goal of experiential learning (Roberts, 2006) for university agricultural communication students. Gaining a journalistic skillset in the classroom is richly supplemented with experiencing real-world and authentic agency immersion to reveal to students the genuine characteristics of a workplace. The purpose of this study was to use Q methodology to evaluate a real-world, out-of-class-but-supervised newsroom producing publications for the State FFA Convention. Fifteen undergraduate students who were immersed in this three-day program in which students publish original work to disseminate information to FFA participants and the public participated in the study at the end of the newsroom experience. With a concourse sampled along four dimensions of growth and development (Author, 2014), a Q set of 36 statements was sorted. In addition to the Q sorts, comments gathered from the students at the last session assisted in the interpretation of data. Post-sort interviews were conducted with exemplar sorters. Data were analyzed using principal components and varimax rotation and interpreted to show three ways the newsroom was experienced by the university students. The Supervisors honed managerial skills while working as colleagues with faculty supervisors. The Contented Staff valued the education gained from the experience and recognized the practical application of the communications-based skill-set. The Stressed Staff had insecurities and physical discomfort during the work and living in the city. Implications for program development, classroom instruction, and field experience assessment will be discussed.
16 pages., Via online journal., Expertise is dynamic, domain specific, and characterized according to an individual’s level of knowledge, experience, and problem-solving ability. Having expertise in the phenomenon under investigation can be used as an indicator of an individual’s aptitude to effectively serve as a coder in a content analysis or as panelist in a Delphi study. The purpose of this study was to assess 10 years of scholarship published in the premier journals of agricultural education and describe the ways researchers in agricultural communications, education, extension, and leadership disciplines who use content analysis and Delphi study methods are describing the qualifications of the people serving as expert coders and panelists. The study findings revealed the majority of researchers publishing in the premier agricultural education journals are not describing the qualifications used in selecting coders or the credentials the coders possess that would make them qualified to code the data in a content analysis. Furthermore, researchers were inconsistent citing literature that supported their selection of content analysis coders and citing literature to support a decision to describe or not to describe coders’ qualifications. However, a description of Delphi study panelists’ qualifications and citations to support why panelists were selected in a Delphi study were present in all of the Delphi studies analyzed over the 10-year period. Based on these findings, it was concluded that ACEEL researchers should include a description of coder credentials to enhance the consistency, transparency, replicability, rigor, and integrity of ACEEL research. Editors and research professionals who perform journal article reviews for the premier agricultural education journals are encouraged to note the exclusion of a description of content analysis coders’ credentials as part of the peer review process.
15 pages, via online journal article, Scientist-stakeholder partnerships are formed by scientists from academic institutions and industry representatives in an effort to address contingent science issues such as climate change, inform the public and influence public policies. Such organizations often lack expertise in communicating to the public and conducting outreach which are crucial components to building a good reputation. This study selected Florida Water and Climate Alliance [FWCA] as an example of such an organization, exploring its media attention and media framing to assess the visibility and reputation of [FWCA]. Results showed very limited media attention had been devoted to [FWCA]. The framing analysis results indicated that the coverage of [FWCA] is mostly introductory and descriptive information from public institutions, collaborators and funding agencies. These results demonstrate the need for such organizations to increase media visibility and build their reputations through strategic communication. Scientist-stakeholder partnership organizations like FWCA could gain from strategic collaborations with agricultural communications professionals and academic researchers. To better assist in building the reputation for these organizations, recommendations include developing strategic communication plans and conducting research about stakeholders’ and collaborators’ perceptions of an organization’s reputation.
22 pages, via online journal, Marketers rate online video as their most utilized content medium. This study used a between-subject control group post-test-only experiment to investigate the effect of three local food messages delivered via online video on U.S. consumers’ attitudes toward local food. The three 30-second videos each featured one of the documented benefits of local food: high quality, support of local economy, and strengthening of social connection. Results indicated all three video treatments yielded a positive attitude toward local food, while respondents in the control group had a neutral attitude. The video treatment featuring local food’s high quality generated a significantly more favorable local food attitude than the other two video treatments. Although the social connection video treatment generated a positive attitude toward local food based on the real limits, it did not significantly differentiate from the control group. Communicators should consider using similar short, online videos for emphasizing the high quality of local food and its support of the local economy to promote local agricultural products. Future research should pair live-action or animated footage with the same messages in the video treatments to identify messages effectiveness. Researchers should also investigate why some individuals respond to local food’s benefit of social connection more readily than the others, and identify strategies to use social connection media frame to promote local food.
16 pages, via online journal, Buying local food has become an increasingly popular way for consumers to engage with those who grow their food; however, research has shown a specific audience tends to buy local food due to individual-specific barriers. To better understand what motivates consumers to buy local food the Theory of Planned Behavior was used as a way to potentially predict consumers’ behavior toward buying locally grown blueberries. Also, the variables of past experience and self-identity/moral obligation toward buying local food were introduced to the model since both variables may increase the predictability of the Theory of Planned Behavior model in certain food-related behaviors. This study used an online survey completed by 1,122 respondents, from a sample frame of all consumers in Florida. The study used a non-probability sample of an opt-in panel, and weighting procedures were applied to the data to account for coverage errors associated with using a non-probability sample. The interaction of consumers’ past experience and self-identity/moral obligation was found to help explain consumers’ intention to buy locally grown blueberries when added to the Theory of Planned Behavior. The Theory of Planned Behavior was shown to predict consumers’ intention to buy locally grown blueberries; however, their intent was better explained with the inclusion of the variables of past experience and self-identity/moral obligation toward buying local blueberries. Recommendations for future research and application include future research into other variables that may impact buying behavior and inclusion of these variables in future communication efforts focused on consumers buying and engaging with local food.
13 pages, via online journal, Photography is an important competency of agricultural communications graduates and is a core skill taught in the discipline’s curriculum. The [department] at [university] offers an undergraduate photography course twice yearly in two semester formats: a traditional spring semester where photography principles are taught in the classroom and a 12-day experiential intersession semester that allows for flexibility in how and where the course is taught. Both semesters utilize the same instructor, assignments, and grading rubric. While much agricultural communications research has focused on photography as a needed skill, few studies examine photography teaching methods. The purpose of this study was to compare student performance in an agricultural communications digital photography course taught with an experiential learning approach to a traditional classroom approach during the 2016 and 2017 academic calendar years. Kolb’s (1984) experiential learning theory was used as the theoretical framework for this study. Independent-samples t-tests were conducted to compare students’ cumulative mean assignment scores, individual assignment mean scores, and rubric criteria mean scores within the two instruction formats. The results suggest instruction method has an effect on student performance in agricultural communications digital photography courses. Students in the experiential intersession course had significantly higher mean cumulative assignment scores compared to students in the traditional course. While individual assignment performance was less affected by instruction format, students’ understanding of specific photography skills (rubric criteria), especially composition and clarity was higher when in the experiential intersession format.
