서브메뉴
검색
Investigating Opportunities for Capacity Building of Extension Agriculture and Natural Resource Professionals in Overlooked Communities
Investigating Opportunities for Capacity Building of Extension Agriculture and Natural Resource Professionals in Overlooked Communities
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103129
- ISBN
- 9798286430239
- DDC
- 370.115
- 서명/저자
- Investigating Opportunities for Capacity Building of Extension Agriculture and Natural Resource Professionals in Overlooked Communities
- 발행사항
- [Sl] : Iowa State University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 294 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: B.
- 주기사항
- Advisor: Grudens-Schuck, Nancy.
- 학위논문주기
- Thesis (Ph.D.)--Iowa State University, 2025.
- 초록/해제
- 요약Historically, educational opportunities have not been made available to all populations in a fair way. Informal and non-formal educational opportunities, such as those offered by the Cooperative Extension System and Land-Grant Universities, attempt to provide experiences for overlooked populations through research, publications, and outreach. Some of these experiences can be seen in agriculture and natural resource studies and programs. This dissertation investigates how informal and non-formal education professionals reach populations that have received less attention from Extension and outreach agencies than some other populations. This dissertation examines the knowledge, skills, and abilities Extension and outreach educators need to engage communities through agriculture and natural resource outreach, using the three-article format. In the first article, I conducted a systematic literature review to explore how Indigenous and Western approaches to disseminating information of an Indigenous agricultural practice, the Three Sisters, is presented in refereed and non-refereed publications. In the second and third articles, I relied on expert input to highlight the skills, knowledge, and abilities Extension professionals need when working with urban youth. In the second article, I used the Delphi technique to anticipate the competencies Extension professionals will need to support youth development through informal education programs in urban communities. In the third article, I worked to identify gaps between how important a competency is for 4-H professionals to successfully do their job in urban agriculture and natural resource program settings and how professionals describe their level of proficiency in that competency, using the Borich model. Findings from these three articles recognized over 50 skills, knowledge, and abilities as important for Extension and outreach personnel to have to support youth development, share and preserve knowledge, and maintain culture through agriculture and natural resource opportunities. The Three Sisters systematic review demonstrated the tendency for professionals to rely on knowledge that is representative of the dominant culture in which they work. This contributes to a lack of recognition and acknowledgement of the culture and communities the professional aims to work with. In the second article, Extension experts identified 51 competencies necessary for promoting positive youth development through agriculture and natural resource programming. Identification of these competencies can encourage Extension leaders to create hiring situations, professional development opportunities for staff, or other structural changes to better meet the needs of youth in urban communities. In the third study, 4-H professionals illustrated which of the 51 competencies from article two were the most important to them successfully completing their job, and in which ones they feel they had the greatest level of proficiency. By identifying gaps between the level of importance and their self-reported level of mastery, this study can be used to suggest to 4-H leaders competencies where capacity building, like professional development, may be warranted. Many of these competencies revolved around social and cultural elements that may reflect a need for systemic changes. However, for both the second and third articles, competencies surrounding content knowledge in agriculture and natural resources were notably absent. All three articles underscore the socially interdependent efforts in which individuals must pool their skills, knowledge, abilities, and resources to achieve the common goal of informing others through agriculture and natural resource informal and non-formal education.
- 일반주제명
- Agricultural education
- 일반주제명
- Social studies education
- 기타저자
- Iowa State University Agricultural Education and Studies
- 기본자료저록
- Dissertations Abstracts International. 86-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017357090
■00520260202103129
■006m o d
■007cr#unu||||||||
■020 ▼a9798286430239
■035 ▼a(MiAaPQ)AAI31939328
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370.115
■1001 ▼aMicheletti, Kristine N.▼0(orcid)0000-0003-1623-7750
■24510▼aInvestigating Opportunities for Capacity Building of Extension Agriculture and Natural Resource Professionals in Overlooked Communities
■260 ▼a[Sl]▼bIowa State University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a294 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: B.
■500 ▼aAdvisor: Grudens-Schuck, Nancy.
■5021 ▼aThesis (Ph.D.)--Iowa State University, 2025.
■520 ▼aHistorically, educational opportunities have not been made available to all populations in a fair way. Informal and non-formal educational opportunities, such as those offered by the Cooperative Extension System and Land-Grant Universities, attempt to provide experiences for overlooked populations through research, publications, and outreach. Some of these experiences can be seen in agriculture and natural resource studies and programs. This dissertation investigates how informal and non-formal education professionals reach populations that have received less attention from Extension and outreach agencies than some other populations. This dissertation examines the knowledge, skills, and abilities Extension and outreach educators need to engage communities through agriculture and natural resource outreach, using the three-article format. In the first article, I conducted a systematic literature review to explore how Indigenous and Western approaches to disseminating information of an Indigenous agricultural practice, the Three Sisters, is presented in refereed and non-refereed publications. In the second and third articles, I relied on expert input to highlight the skills, knowledge, and abilities Extension professionals need when working with urban youth. In the second article, I used the Delphi technique to anticipate the competencies Extension professionals will need to support youth development through informal education programs in urban communities. In the third article, I worked to identify gaps between how important a competency is for 4-H professionals to successfully do their job in urban agriculture and natural resource program settings and how professionals describe their level of proficiency in that competency, using the Borich model. Findings from these three articles recognized over 50 skills, knowledge, and abilities as important for Extension and outreach personnel to have to support youth development, share and preserve knowledge, and maintain culture through agriculture and natural resource opportunities. The Three Sisters systematic review demonstrated the tendency for professionals to rely on knowledge that is representative of the dominant culture in which they work. This contributes to a lack of recognition and acknowledgement of the culture and communities the professional aims to work with. In the second article, Extension experts identified 51 competencies necessary for promoting positive youth development through agriculture and natural resource programming. Identification of these competencies can encourage Extension leaders to create hiring situations, professional development opportunities for staff, or other structural changes to better meet the needs of youth in urban communities. In the third study, 4-H professionals illustrated which of the 51 competencies from article two were the most important to them successfully completing their job, and in which ones they feel they had the greatest level of proficiency. By identifying gaps between the level of importance and their self-reported level of mastery, this study can be used to suggest to 4-H leaders competencies where capacity building, like professional development, may be warranted. Many of these competencies revolved around social and cultural elements that may reflect a need for systemic changes. However, for both the second and third articles, competencies surrounding content knowledge in agriculture and natural resources were notably absent. All three articles underscore the socially interdependent efforts in which individuals must pool their skills, knowledge, abilities, and resources to achieve the common goal of informing others through agriculture and natural resource informal and non-formal education.
■590 ▼aSchool code: 0097.
■650 4▼aSocial sciences education
■650 4▼aAgricultural education
■650 4▼aSocial studies education
■650 4▼aNatural resource management
■653 ▼aAgriculture and natural resources
■653 ▼aPositive youth development
■653 ▼aCooperative Extension System
■690 ▼a0517
■690 ▼a0534
■690 ▼a0528
■71020▼aIowa State University▼bAgricultural Education and Studies.
■7730 ▼tDissertations Abstracts International▼g86-12B.
■790 ▼a0097
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357090▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
