Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 58 p. Vita. Includes abstract. Includes bibliographical references (p. 37-38).

No description available.

Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (photocopy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 91-94).

Thesis (M.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains ix, 191 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 111-116).

The Cooperative Extension System has focused on nutrition education for low-income families for approximately 29 years via the Expanded Food and Nutrition Education Program (EFNEP). In response to the need for a comprehensive economic evaluation of EFNEP, Virginia Cooperative Extension (VCE) was awarded a grant from the Cooperative State Research, Education and Extension Services, United States Department of Agriculture (CSREES, USDA) to conduct a cost benefit analysis (CBA) of nutrition education programs, with emphasis on EFNEP. Virginia EFNEP served as the pilot program to test the evaluation procedure. This study is a part of the CBA of Virginia EFNEP. The purpose is to calculate the indirect tangible benefits derived from participation in EFNEP. The indirect tangible benefits are classified as 1) delaying productivity loss due to mortality and 2) avoiding productivity loss due to morbidity. This study also uses sensitivity analysis to evaluate the effects of two critical assumptions pertaining to retention of dietary behaviors and to incidence rate of diseases in the low-income population. Finally, the discount rate is analyzed via sensitivity calculations. There were two major conclusions drawn from this study. First, the indirect benefits accounted for more than $1 million of the total benefit generate by EFNEP. Second, the sensitivity analyses support the positive outcome (i. e., positive return on every dollar invested) derived from the CBA of Virginia EFNEP. / Master of Science

The Hampton Roads region of southeast Virginia is largely defined by its abundant water resources. These water resources are also a source of unique issues for the region. Specifically, water quality challenges related to the Chesapeake Bay and recurrent flooding are the major concerns. Green infrastructure (GI) has emerged in recent years as an alternative to traditional stormwater conveyance and detention focused systems. GI practices focus on integrating infiltration, evapotranspiration, and other components of the water cycle into more conventional stormwater management systems. These systems provide several positive benefits, including local water quality and quantity control, community revitalization, and various public health benefits. In addition, GI implementation has seen strong levels of support from the Cooperative Extension System, with Extension faculty and staff around the U.S. supporting local municipalities through GI research, promotion, and program development. Despite widespread interest, GI has been slow to be adopted due to various barriers to its implementation. This study sought to identify the major barriers to the implementation of GI practices in Hampton Roads by conducting a needs assessment. Municipal stormwater staff were invited to participate in an online survey aimed at identifying the most significant barriers in the region. At the same time, local staff with Virginia Cooperative Extension (VCE) were interviewed to explore their potential to become involved in promoting GI adoption in Hampton Roads. Survey respondents and interview participants found common ground in identifying costs, funding, and maintenance issues as the most significant barriers to GI implementation in Hampton Roads. In addition, VCE staff were found to be well suited to support widespread GI adoption in the region, having familiarity with the GI concept and access to unique resources in the form of knowledgeable Master Gardener volunteers and connections to Virginia Tech. Recommendations for VCE involvement in promoting GI in Hampton Roads include conducting cost studies, developing and hosting maintenance training programs, and taking advantage of partnerships to identify and obtain funding from diverse sources. By focusing on these widely acknowledged challenges at the regional scale, VCE can support GI implementation throughout all of Hampton Roads. / Master of Science / Hampton Roads is a region with a history and economy tied to its local waters. Today, the region is facing significant challenges related to these waters, including frequent flooding impacts on residents and pollution control needs for the nearby Chesapeake Bay. Green infrastructure (GI), a relatively new approach to managing water in cities, could help local governments address these challenges. Virginia Cooperative Extension (VCE), an organization formed through a partnership between federal and local governments and land grant universities in Virginia, seeks to meet community needs through community outreach and educational programs. As a community-centered organization with a history of advancing environmental education, VCE may also be an important partner for municipalities in Hampton Roads interested in adopting GI practices. To identify the barriers to GI in Hampton Roads and the potential role of VCE in addressing them, a needs assessment of municipalities in the region with stormwater permits was conducted. Based collected documents, surveys of municipal staff, and interviews with VCE personnel, three major barriers to GI adoption were identified. Permitted municipalities in Hampton Roads are uncertain of GI costs, have limited funds to support GI practices, and lack the knowledge and resources needed to maintain GI practices over time. VCE can help municipalities address these challenges using its many resources. Through its connection to Virginia Tech and Virginia State University, VCE can help in developing cost research studies for Hampton Roads. As an educational organization, VCE can also help municipalities win funding for GI projects that they would otherwise not have access to. Finally, local Virginia Tech faculty at the Hampton Roads Agricultural Research and Extension Center and experienced Master Gardener volunteers can work to develop GI maintenance training resources for maintenance staff throughout the region. With its strong background, expert knowledge, and existing connections in the region, VCE can play an important role in addressing the GI adoption challenges in Hampton Roads.

For several decades, a growing realization has evolved that a single entity often cannot address complex issues. Collaboration has been touted as an effective approach to addressing such issues and is generally defined as multiple parties jointly identifying problems, developing a shared vision for addressing those problems, and sharing resources and responsibilities for a determined solution. In spite of the growing literature regarding collaboration, the predominant focus has been on advocacy, leaving a void in the literature concerning the processes and behaviors involved in establishing community collaboration. In essence, the importance of collaboration is widely recognized; how to collaborate is not as noted. Therefore, it is essential to examine the experience of community collaboration. The purpose of this study was to investigate a collaborative community experience in the context of extension education for children, youth, and families at risk in four localities in Virginia. The following research questions were addressed: a) What has been the nature and experience of collaboration for Extension Leadership councils (ELCs) involved with children, youth, and families at risk (CYFAR) projects; b) What has contributed to successful collaboration in Extension education with the CYFAR projects; and c) What have been the challenges to collaboration for the CYFAR projects? The qualitative case study design utilized in-depth face-to-face interviews with seventeen community representatives in the selected localities involved in the experience. The interviews were tape-recorded and transcriptions were analyzed to determine themes, patterns, and common ways of thinking. Findings, which revealed that ELCs were primarily involved in situation analysis, illuminated the following perceived contributions to successful collaboration: having a process for involvement, addressing a need, commitment of those involved, leadership, and paid staff. Challenges to collaboration were identified as lack of time to commit, lack of understanding of collaboration, and pre-existing ways of thinking and acting. The results have implications for Cooperative Extension understanding how ELC involvement can occur in programming and the collaborative nature of their educational process with the community. The findings will also contribute to human service providers' understanding of contributions and challenges to collaboration and to the emerging body of knowledge on collaboration. / Ph. D.

Providing improved access to farmers markets and other local food outlets for low-income audiences is an increasingly popular nutrition intervention strategy to promote consumption of fresh fruits and vegetables and address obesity. The USDA encouraged more farm to fork initiatives and efforts to connect low-income populations with fresh and healthy, local foods through farmers markets through the implementation of the Supplemental Nutrition Assistance Program Nutrition Education (SNAP-Ed) provisions of the Healthy, Hunger-Free Kids Act of 2010. The purpose of this research was to assess the perceived barriers to farmers market access and strategies for overcoming those barriers for low-income individuals and families participating in Cooperative Extension nutrition programming. Data collection procedures included a survey of SNAP-Ed and the Expanded Food and Nutrition Education Program (EFNEP) program assistants, focus group discussions with SNAP-eligible individuals, and a photo elicitation study with mothers of young children. Results from these studies provide insight on how to structure program assistant trainings to encourage the inclusion of an optional farmers market orientation lesson in SNAP-Ed and EFNEP curricula; low-income individuals' perception of healthy food, access to and perception of local foods, benefits and barriers to shopping at farmers markets, and the impact of local foods on diet quality; and how to address perceived barriers through Cooperative Extension nutrition programming for the SNAP-Ed and ENFEP target population of SNAP-eligible mothers of young children. Working with farmers markets is an opportunity to form greater synergy between the arms of Extension (Family and Consumer Sciences, Community Viability, Agriculture and Natural Resources, and potentially 4-H) related to supporting local food systems while forming collaborative relationships with local farmers markets and community members. / Ph. D.

Increasing demands for accountability in educational programming have resulted in more frequent calls for program evaluation activity in educational organizations. Many organizations include conducting program evaluations as part of the job responsibilities of program staff. Cooperative Extension is a national system offering non-formal educational programs through land grant universities. Many Extension services require non-formal educational program evaluations be conducted by its locally-based educators. Research on evaluation practice has focused primarily on the evaluation efforts of professional, external evaluators. The evaluation work of program staff that have many responsibilities including program evaluation has received little attention. This study examined how non-formal educators in Cooperative Extension use the results of their program evaluation efforts and what factors influence that use. A conceptual framework adapted from the evaluation use literature guides the examination of how evaluation characteristics, organizational characteristics and stakeholder involvement influence four types of evaluation use; instrumental use, conceptual use, persuasive use and process use. Factor analysis indicates ten types of evaluation use practiced by non-formal educators. Of the variables examined, stakeholder involvement is most influential followed by evaluation characteristics and organizational characteristics. The research implications from the study include empirical confirmation of the framework developed by previous researchers as well as the need for further exploration of potentially influencing factors. Practical implications include delineating accountability and program improvement tasks within Extension in order to improve the results of both. There is some evidence that evaluation capacity building efforts may be increasing instrumental use by educators evaluating their own programs. Non-formal educational organizations are encouraged to involve stakeholders in all levels of evaluation work as one means to increase use of evaluation findings. / Ph. D.

The study is an interpretative analysis of Virginia Cooperative Extension that examined the mission of the agency, as defined through its history and enabling acts of legislation. The study investigated how the mission has evolved during the eighty-four years of its existence. The study used the intent and context of the federal Smith-Lever legislation of 1914 as its benchmark to discover what the desired and anticipated outcomes were for Cooperative Extension by the original patrons of the legislation. Subsequent legislative acts at both the state and federal levels, as well as actions by the executive branch of government, were studied to discover if and when the mission of cooperative extension has changed and to identify the political, economic, and social factors that influenced the changes. The study incorporated accepted methods of historical research and included the review and analysis of both primary and secondary sources of information. Interviews of key leaders who have influenced the policy position of Virginia Cooperative Extension over the past thirty years were conducted. The data gathered by the study were analyzed and presented to highlight major themes that could have influenced critical policy issues that have confronted Virginia Cooperative Extension. The conclusion is that the mission of extension is two fold: (1) to provide education that could lead to increased economic opportunity and, (2) to enhance the quality of life enjoyed by Virginia’s citizens. Three critical attributes are identified that relate to the ability of Virginia Cooperative Extension to fulfill its mission: (1) access to research-based information, (2) a strong presence in local communities, and (3) a capacity to provide timely responses to emerging issues. / Ph. D.