7 pages, Graduate education is an important aspect of the life of most academic scientists and a serious responsibility because it comes with the obligation to help students achieve their career and life goals. It can also be very fulfilling for the graduate mentor in terms of personal satisfaction and advancement of the research program. Learning to be a good major professor is an active process that depends on developing a formal framework of education and modifying that framework for each student based on past experiences and experimentation, advice from colleagues, and the individual personality of the student. Perhaps most important is for the graduate mentor to buy into the success and well-being of the student. Among the characteristics that a major professor could seek to instill in his or her students are critical and independent thinking, self-confidence, a thick skin, teamwork, laboratory skills and understanding, and the ability for hard work. Work to make science joyful by celebrating accomplishments, creating a fun environment in the lab, and stressing the societal value of science as compared to personal rewards or ambition.
6 pages, With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.
22pgs, To explore the structures and processes within agricultural advisory organisations that may enhance absorptive capacity (AC) and determine how organisations develop their AC.
23 pages, The present study explores the development of agri-food value chains from an organizational learning perspective, using the German organic food sector as an example. We illustrate how the development of local value chains unfolds over time and outline how facilitation can support this process.
16 pages, Background
Residue-based biogas is considered as a renewable energy that should be used to improve energy security and household livelihoods in rural areas. Observational learning and word-of-mouth learning are critical in the dissemination of knowledge about agricultural technologies. Yet, scholars have little understanding of the impacts of these learning methods on farmers’ use of residue-based biogas. Using survey data from rural areas of Hubei China, this study estimates the impacts of observational learning and word-of-mouth learning from different subjects (i.e., relatives, neighbors, cadres, cooperative members, and technical instructors) on the use of residue-based biogas by farmers. Additionally, the moderating role of interpersonal trust in these relationships is explored.
Results
Results from logistic regression models show that observational learning from technical instructors significantly increases farmers’ use of biogas. Furthermore, interpersonal trust significantly and positively influences the impact of observational learning on farmers’ decisions to use biogas. Similarly, interpersonal trust significantly and positively moderates the influence of positive word-of-mouth learning on farmers’ decision to use biogas. In contrast, a negative moderating role exists in the relationship between negative word-of-mouth learning and farmers’ decision to use biogas. These impacts are further affirmed by robustness checks.
Conclusions
The results presented here show that enhancing farmers’ interpersonal trust promotes the use of residue-based biogas by farmers. One important implication is that the government might promote the use of residue-based biogas by organizing technology demonstration activities, providing communication platforms, and enhancing mutual trust between farmers and relevant groups.
21 pages, One of the most complex agricultural and natural resources challenges of our time is reconciling sustainable global food security and biodiversity conservation. Providing undergraduate students effective, learning experiences to develop technical and cultural competency prepares them to address this challenge and become global leaders in their disciplines. A three-year experiential research and extension project brought together 14 students and 10 faculty mentors to investigate smallholder farmers practicing conservation-compatible adjacent to the Vaca Forest Reserve in Belize. We used an agroecological approach to foster systems-level thinking and develop transdisciplinary skills of undergraduate students. Students completed applied individual research projects that explored the challenge of food security and biodiversity conservation in the tropics, and worked collaboratively with local stakeholders, design and implement extension projects based on research results. Student and faculty teams assessed cropping and soil management practices; social and economic systems; and wildlife, forestry, and ecosystem services. We assessed student learning outcomes with a tool commonly used for evaluating undergraduate research. Students reported learning gains in attitudes and behaviors toward research, mindset towards research, ability to think and work like a scientist, and research skills. Students also reported positive working relationships with mentors and peers, and a high level of publication and presentation outputs. Students reported that their Belize experience helped develop their agroecological and cross-cultural knowledge and skills, and prepared them for their next career steps. We conclude with recommendations for higher education institutions wishing to develop meaningful global undergraduate research experiences that can build the next generation of leaders.
15 pages, Advisory services are considered to play an important role in the development of competitiveness and sustainability in agriculture. Advisory services have been studied at policy level, structural level and within case studies, but there is still restricted knowledge about advisors’ and farmers’ view on advisory services in general. This paper presents the views of Swedish advisors and farmers on advisory services. In a survey-based study, perceptions of farm advisors and full-time farmers in commercial Swedish agriculture on advisory services were identified and statistically analysed, comparing differences between and within the groups. The results are structured around three main themes; motives for a farmer using or not using advisory services, preferred approach by the advisor and future demands on advisory services and their importance today. Possible consequences of differences in perceptions for on-farm service delivery were assessed. Similarities in perceptions on advisory services among advisors and farmers, were found in areas characterised by well-defined questions or production-related issues. Significant differences in perceptions of advisors and farmers emerged in less concrete areas and on topics connected to change, management and strategy. Consequences of discrepancies in perceptions are that advisors may deliver too much, too little or off target, especially when expectations on advisory services are not clearly expressed. A strong and proactive back-office supporting the advisors is needed to prevent these possible consequences.
12 pages, Smallholder farms are complex systems, constantly adapting to context and rely on local, place-based knowledges. The vital role of local knowledge in smallholder farming systems has seen attempts throughout low- and middle-income countries to entwine local knowledge with scientific knowledge to improve outcomes from agricultural extension. Using a systematic review and exploratory meta-synthesis of selected literature, this research explored the use of local knowledge in agricultural extension. The synthesis found local knowledge plays a vital role in the adoption of new technologies or practices because as the dominant form of knowledge in communities they give learners confidence and they provide a context upon which new information can be introduced. However, effective use of local knowledge requires a realistic perspective which recognises that some combination of local and scientific knowledge, developed in a participatory process, will likely result in extension delivering greater outcomes to farmers.
11pgs, Taylor and Francis Online, The field of research on agricultural and rural extension and education, also referred to as advisory services and intermediaries, has always engaged with different aspects of the spaces in which agricultural producers (farmers, growers, ranchers) are situated and operate. In this editorial, I will reflect on the elements and environments which jointly constitute and shape the farm (Darnhofer 2020) and their connection with extension and advisory services in the digital age, opening up new digital and virtual spaces. Extension and advisory services receive ample consideration in current debates on digitalization and digital transformation of the agrifood sector, and are an important focus of attention for agriculture and food systems research, practice and policy (Ehlers, Huber, and Finger 2021; Ingram and Maye 2020; Klerkx 2020). In what follows, I will elaborate on some digital and virtual spaces as sites of extension and advisory services research, to progress the field of study for which The Journal of Agricultural Education and Extension serves as a publication outlet.
"From the Editor" column online from this periodical. 2 pages., Addresses the question of why "communication" is so difficult to pin down. Suggests that it boils down to learning the fundamentals of grammar and writing - striving for perfection with the understanding that you will fall well short of it. And continuing to learn, including being involved with CCA.
9 pages, The University of Nebraska–Lincoln Testing Agricultural Performance Solutions (TAPS) program involves use of farm management competitions to increase engagement across producers, industry, and universities. Participants make several management decisions throughout the growing season in a controlled field trial held at the university research station. Results are analyzed, and awards are presented for most profitable farm, most efficient farm, and farm with the greatest grain yield. The TAPS program involves several techniques for facilitating participatory assistance, including two-way communication and transformational learning. It has resulted in participants' questioning their past management decisions and realizing that they need to improve their marketing skills to improve profitability.
19 pages, Agricultural extension agents are highly credited for their roles of providing advice to farmers and supporting their learning and decision-making to improve livelihoods. The use of appropriate methods to promote learning in developing countries, including Trinidad and Tobago, has often been highlighted as a development priority. Nevertheless, agricultural extension agents encounter difficulties in applying new competencies. Understanding and utilising appropriate methods based on farmers’ learning needs is critical. This study sought to investigate extension agents’ use of learning-based extension methods. A survey was conducted with 106 extension agents. Descriptive statistics and logistic regression analysis were used to analyse data. The findings show that male agents prefer Plant Clinics and Farmer Field School learning methods. Social influence and networking among organisations had a significant influence on the use of Discovery Based Learning methods. The positive influence of social pressure motivated the agents. The study recommends supporting facilitative conditions through a coordinated programme and to focus on farmers’ learning as a critical consideration for improving the use and impact of learning-based methods
12 pages., Authors presented an algorithm to analyze the behaviour of users of Twitter involving the environment and health care. To illustrate, they presented a concrete example of how the associated graph structure of the tweets related to World Environment Day 2019 was used to develop a heuristic analysis of the validity of the information.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 166 Document Number: D11691
Notes:
2 pages., Online from website of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Paris, France., Description of the UNESCO Horizontes Program, through which young people from some rural schools in Peru learn to grow vegetables in their homes and farms. Youths work with their families, using audios and texts provided to them. Through the program, they can "implement their life projects and dedicate themselves to activities linked to the development of their communities inside or outside their locality without losing their identity."
9 pages, via online journal, This article provides an overview of Extension's Military Families Learning Network. The network is an example of Extension's commitment to building virtual learning networks in the support of targeted professional and lay audiences. The network uses well-established and emergent pedagogical approaches focusing on adult-centered learning while employing state-of-the-art online learning technologies. We present a four-dimensional model of learning activities to illustrate how the network offers different options for and approaches to adult-centered learning and training. The Military Families Learning Network can serve as a model for broader adoption of such entities across the Extension community.
5 pages, Mitigating complex problems is increasingly essential to sustaining life on Earth. Empowering current and future generations to address these problems requires rethinking traditional education approaches. This article serves as a primer for land-based learning—defined as a pedagogical approach in which learners collaborate with community members to implement place-based interventions within agricultural systems to increase the sustainability of their community. As an introduction to land-based learning, the article (a) describes critical checkpoints within land-based learning, (b) illuminates the role of Extension educators in facilitating land-based learning, and (c) introduces a case study of land-based learning in Michigan's Upper Peninsula.
