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Many Extension organizations in the United States utilize social media to communicate with clients and deliver Extension educational programs. The purpose of this study was to investigate what social media platform Extension employees were using as a communication tool to deliver educational programs, and to examine factors influencing Extension employees’ attitude toward using social media with Mississippi State University Extension. The study followed a descriptive correlational design, using a researcher- developed questionnaire. Data were collected via Qualtrics. A total of 170 Extension faculty and agents responded to the questionnaire. Most of respondents were Extension agents, white, with an equal percentage of male and female. Their age ranged from less than 25 to over 65 years old, and 51.2% were in age range from 25 to 44 years old (f = 87). Facebook and Twitter were the most-used social media platforms by Extension faculty and agents. Based on 135 usable responses of social media users, two principle component analyses were conducted. The result of principle component analyses on organizational and social media scales revealed five components that influence social media use. These five variables were named social media characteristics, clients’ interest and skills, graphic skills, organizational support, and availability of equipment and Internet. The results revealed that Extension faculty and agents’ social media users and nonusers have a positive (in range of agree) attitude toward using social media in Extension. Social media users have positive (in range of agree) perceived usefulness of social media in Extension. Extension faculty and agents Facebook self-efficacy was in the range of agree, and their Twitter self-efficacy was in range neither agree nor disagree. Perceived usefulness, clients’ interest and skills, and social media characteristics were the significant factors that influenced Extension faculty and agents attitude toward social media with Mississippi State University Extension.

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Significant support for sustainable agriculture practices exists within the land-grant university system nationwide. Despite this fact, many colleges, including the University of Florida, have not evaluated the individual paradigms held by their faculty. An existing Alternative-Conventional Agriculture Paradigm Scale was modified, improved and converted into an electronic instrument that was administered to a random sample of University of Florida Extension Faculty. It is suggested that data collected through this study serves the following purposes: assist the University of Florida’s decision-makers in better understanding the positions held by their Extension agents; allow improvement of educational programming for Extension agents, agricultural professionals, and communities throughout the state; and provide input for improvement of University-wide policy-making and goal-setting. The study consisted of three phases: a) redevelopment and pilot-test of a new ACAP instrument; b) description of University of Florida Extension faculty’s paradigmatic preferences; and c) determination of any existing relationships between personal characteristics and an individual’s paradigm. A pilot study of the new instrument was conducted with participants belonging to known paradigmatic groups who were not part of the final sample. The survey was found to be reliable with a Cronbach’s alpha coefficient of 0.94 in a pilot test of 26 individuals. The survey was found to discriminate effectively between the two known paradigmatic groups (t=4.091, p= .001), making it a useful tool in quantitatively assessing agricultural preferences. Following the pilot study, survey research was conducted with a random sample of 188 Extension agents. The majority of faculty aligned with agricultural paradigmatic groups labeled Moderates and Sustainables. Very few of this population aligned with a Conventional paradigm. Exploratory factor analysis resulted in a preliminary seven-factor solution. Two individual component factors were found to vary based on Extension discipline and gender, which included Size and Scale of Production and Use of Natural Resources, respectively.

The purpose of the study was to (1) determine the number of handicapped children being served by 4-H programs of the Indiana Cooperative Extension Service, (2) describe the organization and the presentation of the programs, and (3) develop a model for evaluating the impact a 4-H program for handicapped children has on the administration of the total 4-H program being offered in the county. For purposes of the study, the term handicapped referred to children that were emotionally disturbed, learning disabled, mentally retarded, and/or physically handicapped.The population for the study included all Extension Agents-Youth of the Indiana Cooperative Extension Service in each of the 92 Indiana counties. Where more than one Extension Agent-Youth was employed in a county, only one response was requested as the needed information concerned the total county 4-H program being offered.A questionnaire, developed from a review of selected literature, was used as the method to gather data from the study group. The survey instrument was submitted to a group of 20 doctoral students and three professors of Educational Administration and Supervision for recommendations, subsequently revised and mailed to the study population.Counties where 4-H programs for handicapped children have been developed were identified. Extension Agents-Youth working the counties where 4-H programs for handicapped children existed were asked questions regarding (1) the number of handicapped children being served in the county, (2) how the 4-H programs for handicapped children were organized and presented, and (3) the percent of impact the development of a 4-H program for handicapped children had on the total county 4-H program in the specific areas of (a) personnel and staffing, (b) facilities, (c) materials and supplies, (d) finance, (e) time allocation and (f) the overall expenditure of the program. In addition, Extension AgentsYouth were asked questions regarding specific perceptions of the 4-H program for handicapped children in relation to the total 4-H program being offered in the county.Data received from the questionnaire were compiled and used to provide an account of the involvement of handicapped children in 4-H programs in Indiana. Responses from the different Extension Agents-Youth in the 92 counties where 4-H programs for handicapped children existed were analyzed, summarized, and reported in table and narrative form.The findings and conclusions of the study support the following recommendations:1. Additional research in the study of increased 4-H programming for handicapped children is greatly needed.2. Formal programs and in-service training designed to provide proper and adequate training for leaders of 4-H programs for handicapped children should be increased.3. Extension Agents-Youth and leaders of 4-H programs for handicapped children should become more familiar with current laws affecting educational programming for handicapped children. 4. Additional guidelines for organizing, developing, and implementing 4-H programs for handicapped children should be considered by Extension personnel. 5. Documentation regarding the number of handicapped children participating in 4-H programs should be more thoroughly recorded by Extension personnel and reported to the State Extension Office. 6. Since the life blood of 4-H programs for the handicapped is the volunteer leader, efforts should be increased to recruit highly motivated, sincere individuals with a keen interest in working with special children.7. A task force of representatives of special educators and Extension Agents- Youth should be established to explore the need for possible programs.

The purpose of this study was to determine the organizational and individual factors related to job retention of Texas county Extension agents and learn why agents choose to stay employed by Texas Cooperative Extension. The population for the study included 419 Texas county Extension agents employed for at least three years. The response rate for the web-based questionnaire was 87% or 364 respondents. The Likerttype scale instrument consisted of thirty-eight questions divided into four sections: eleven organizational factors; ten individual work related factors; five individual non-work related; and twelve demographic questions. Each section had one open-ended question for the respondents to comment. Employee turnover is costly to any organization as costs can be as high as over 100% of the employee’s annual salary. Retention of employees is important, not only, for economic reasons but to provide a quality product or service without interruption of services during an employee’s vacancy. Of the respondents, 58% of the county Extension agents have been employed for more than eleven years and 35% have worked for over twenty years. 89% of the county Extension agents have served in more than one county during their tenure and of those 298, 56% have served in more than three counties. The four, most important retention factors identified by county Extension agents were: interesting work; variety of work/scheduling; opportunity to contribute to my community; and personal satisfaction. There was a very strong relationship between recognition from supervisor and the understanding/fairness of supervisor as a reason why county Extension agents choose to stay employed by Texas Cooperative Extension. The recommendations from the study should be considered by Extension administration to put into practice to decrease employee turnover and increase retention among Texas county Extension agent.

New food processing technologies are needed to create safe, high-quality food products that are still considered "fresh" by consumers. Despite the numerous benefits attributed to 'food processing', consumers continue to perceive the term negatively. Consumer acceptance of foods processed with different technologies generally increases when factual information is provided to the consumer. Educators working within Cooperative Extension are a resource for public dissemination of food information. By working directly in the community, Extension educators often cultivate positive relationships with local clientele. Therefore, Extension educators can dispel myths related to food processing technologies and deliver science-supported information to the general public. Consumer knowledge, perceptions, and purchasing intentions associated with both conventional and emerging food processing technologies were assessed through a nationwide telephone survey administered by Virginia Tech's Center for Survey Research Center. A similar version of the telephone survey was disseminated in an online format to Virginia Extension agents. An additional section of the online survey served as a needs assessment for educational materials related to food processing technologies. A grounded theory methodology was used for qualitative coding in both surveys. Approximately 67% of consumers expressed concerns towards the term "processed foods." The majority of Extension agents (67.4%) expressed concerns about foods that had been processed, citing additional ingredients, preservatives, and additives; safety; and health implications. Both the consumer and Extension agent groups were more likely to be supportive of light-exposed foods to enhance food safety and quality, in comparison to gas-exposed foods. Although agents may be familiar with some food processing technologies, they may not have the resources to understand the scientific mechanisms for which a technology is able to increase food safety. Consumer education regarding emerging technologies is necessary to anticipate potential consumer concerns; however, agents still lack resources and information about existing and frequently used food processing technologies. Educational interventions are needed to provide information to consumers and increase their acceptance of new and currently used processing technologies so that the food industry can effectively target emerging issues related to food. / Doctor of Philosophy

In Senegal, in recent years the rural sector has undergone major reforms which are partly due to macroeconomic policy reforms adopted by the Senegalese government. Therefore, all the actors of economic and social development have a common concern and share in promoting rural agriculture (Bernard et al., 2008). Changes observed in the agricultural and rural sector reflect the will of the actors to have a productive, competitive, and sustainable agriculture system in order to ensure food security (International Monetary Fund, 2011). The purpose of the study is to develop a set of recommendations to improve the educational program planning and teaching skills of educators in the extension system by focusing on extension educators' approaches to teaching farmers and cart owners animal welfare practices for proper care of working animals. The extension agents and teachers involved in the animal husbandry and animal extension system in Thies and Bambey served as participants in this study. This descriptive qualitative study connected qualitative data derived from participant interviews, qualitative document analysis, observations of an educational program planning professional development program for state agents and university faculty members in Diourbel and Thies regions, as well as a final focus group to allow participants clarification of preliminary themes found in the data. The findings revealed 11 themes: characteristics of the participants, job expectation and responsibilities, institutional and organizational factors, capacity building and professional development plans, diagnostics of the extension system, regulations and legislations, limited sources of information, limited knowledge and skills technologies, recommendations for utilizing student-centered teaching practices, standard welfare for animal husbandry, recommendation for acceptance and improvement standard animal welfare related to the four research questions which addressed the topics of challenging current teaching methods used in the extension system for other owners of animal species in the animal extension programs, the use of student-centered teaching practices in extension education and university instruction, and the level assistance given to farmers in order to ensure accepted standards of animal welfare working animal and other animal species in the animal husbandry system. / Master of Science in Life Sciences / In Senegal, in recent years the rural sector has undergone major reforms which are partly due to macroeconomic policy reforms adopted by the Senegalese government. Therefore, all the actors of economic and social development have a common concern and share in promoting rural agriculture (Bernard et al., 2008). Changes observed in the agricultural and rural sector reflect the will of the actors to have a productive, competitive, and sustainable agriculture system in order to ensure food security (International Monetary Fund, 2011). The purpose of the study is to develop a set of recommendations to improve the educational program planning and teaching skills of educators in the extension system by focusing on extension educators' approaches to teaching farmers and cart owners animal welfare practices for proper care of working animals. The extension agents and teachers involved in the animal husbandry and animal extension system in Thies and Bambey served as participants in this study. The methodology used for this descriptive qualitative study were interviews, qualitative document analysis, observations of an educational and professional development program planning for state agents and university faculty members in Diourbel and Thies regions, as well as a final focus group to allow participants clarification of preliminary themes found in the data. The data collected from participants were connected to the different used qualitative methods to gather data. The 11 themes found in this study were the characteristics of the participants, job expectation and responsibilities, institutional and organizational factors, capacity building and professional development plans, diagnostics of the extension system, regulations and legislations, limited sources of information, limited knowledge and skills technologies, recommendations for utilizing student-centered teaching practices, standard welfare for animal husbandry, recommendation for acceptance and improvement standard animal welfare related to the four research questions which addressed the topics of challenging current teaching methods used in the extension system for other owners of animal species in the animal extension programs, the use of student-centered teaching practices in extension education and university instruction, and the level assistance given to farmers in order to ensure accepted standards of animal welfare working animal and other animal species in the animal husbandry system.

Although healthy relationship initiatives are becoming more common, relatively little is known about the processes and outcomes of these initiatives. This study uses a phenomenological qualitative approach to examine the experiences of Family and Consumer Science (FCS) extension agents in the implementation of couple and relationship education in the Utah Healthy Relationship Initiative. Data were collected through quarterly report forms submitted by extension agents describing successes and barriers to their work. Successes in the project related to collaborative partnerships, attendance/participation, and positive outcomes for participants. Collaborative partnerships were instrumental in reaching more participants and finding cultural resources. The challenges that agents reported included constraints for participants and agents' difficulties with resources. The findings underscore the benefits of creating flexible, low-intensity, and low-cost activities that attract participants and reduce some of the barriers to participation, as well as teaming up with community organizations to implement couple and relationship education programs.