There were an estimated 11.1% of households experiencing food insecurity in the U.S. in 2018, meaning that they did not have the adequate resources to access safe, nutritious food at some point in the year. In order to support people experiencing food insecurity and related-hunger, national organizations, regional food banks, and local programs operate to recover, organize, and distribute the food available to them. Food recovery work falls into a regulatory grey-area. Should anyone consuming donated food become ill, the food handlers would not be criminally or civilly liable if they distributed it in good faith. There are no federal regulations covering food handling in food recovery, though some states do have such regulations. As a result, safe food handling guidance, education, and training is offered through organized networks and Cooperative Extension. Participating in educational programs increases safe food handling knowledge, however volunteers and employees in food recovery organizations have also been observed to unsafely handle food. Additionally, these resources can be limited in their scope and some are only accessible through membership in pre-existing networks such as Feeding America. The purpose of this work is to further document how food is handled in food recovery and compliment that by collecting the experiences and perceptions of these food handlers as well as Cooperative Extension educators who support them. This work utilized a mixed-methods approach to quantify behaviors and experiences, which compliments qualitatively collected contextual information. Food handlers serving with a university-based student food recovery program, which works to distribute unserved and unsold food from on-campus dining centers, were observed improperly washing their hands, inconsistently keeping records, and using unclean or otherwise contaminated equipment. These behaviors could be addressed through rolespecific education representing their unique operations. Virginia Cooperative Extension (VCE) educators were used as a case study to measure their experiences when supporting food recovery, with 41% of respondents having previously supporting an organization or program. Topics covered ranged from safe food handling, network leadership, financial planning, and farming/gardening. VCE educators expressed a sense of altruism when supporting food recovery organizations, but also experienced challenges such as not having enough time to fully engage or the organization not having adequate equipment to enact their support. VCE educators who had not previously supported these organizations expressed wanting to learn more about food recovery work and how VCE can support them. Employees of food banks believe current food safety education could be improved by offering role-specific information in customizable formats so the food handlers can translate their knowledge into action. Future education should also focus on problemsolving, so food handlers feel empowered to react to expected challenges. Lastly, to account for challenges experienced while conducting this research, future projects within the context of food recovery should consider the limited time available of potential participants, offer compensation for their participation, and maximize pre-existing networks when connecting with them. / Doctor of Philosophy / There were an estimated 11.1% of households experiencing food insecurity in the U.S. in 2018, meaning that they did not have the adequate resources to access safe, nutritious food at some point in the past year. In order to support people experiencing food insecurity and related-hunger, national organizations, regional food banks, and local programs operate to recover, organize, and distribute the food available to them. Food recovery work falls into a regulatory grey-area. Food handlers are not criminally or civilly liable should anyone become ill as a result of consuming food when it is donated in good faith, and guidance in the form of food handling regulations for food recovery varies from state-to-state and is not addressed federally. As a result, safe food handling education and training is offered through organized networks and Cooperative Extension. Participating in educational programs increases safe food handling knowledge, however volunteers and employees in food recovery organizations have also been observed to unsafely handle food. Additionally, these resources can be limited in their scope with some only accessible through membership in pre-existing networks. The purpose of this work is to further document how food is handled in food recovery, which will complement the collection of experiences and perceptions of food handlers and Virginia Cooperative Extension (VCE) educators who support them. Volunteers serving with a university-based student food recovery program, which works to distribute unserved and unsold food from their on-campus dining centers, exhibited a combination of safe and unsafe food handling behaviors which could be addressed through role-specific education representing their unique operations. VCE educators expressed a sense of altruism when supporting food recovery organizations across a range of topics, however they also expressed wanting to know more about their operations and how VCE can support them. Employees of food banks believe current food safety education could be improved by offering role-specific information in a variety of formats paired so the food handlers can translate their knowledge into action. Lastly, to account for challenges experienced while conducting this research, future projects within the context of food recovery should consider limited time potential participants have to serve as well as maximize preexisting networks when recruiting them.

Cooperative Extension (CE) is a nationwide system that addresses leading concerns for United States residents from agricultural production to healthy youth development. As 80% of Americans are not meeting the Physical Activity Guidelines (PAG), promoting physical activity is a recent addition to CE priority areas. To build capacity of CE to offer physical activity, training on physical activity within the system is needed. Since yoga is a public health intervention growing in popularity due to its link to flourishing and mental well-being, this is a holistic practice that may target physical and mental health in the United States. Due to the variety of yoga practices one could engage with it is important to clarify the link between physical activity and yoga. This dissertation included four studies to promote physical activity and yoga within CE. Study one established the efficacy of a virtual micro-credentialing program for CE professionals (N = 64) that increased their knowledge about physical activity programming and increased their own physical activity levels. The second study was an iterative and pragmatic investigation of wellness initiatives for CE professionals to increase flourishing and physical activity within themselves. The third study explored the degree to which temperature and tempo of yoga classes impacted measured heart rate and rate of perceived exertion. Preliminary evidence suggests that ~30% of the yoga class contributed to moderate-vigorous physical activity, regardless of the temperature and speed. The fourth study was a systematic appraisal of urban and rural yoga studio offerings. The results included that most studios offer 60-minute classes, focused on asana (movement) rather than the other limbs (components) of yoga. This work also resulted in a studio audit form for CE professionals to assess yoga studios for appropriateness to recommend to their participants. Future work includes scaling out the micro-credentialing program and determining the degree to which knowledge of physical activity leads to physical activity program adoption (study 1); ensuring CE professionals have access to wellness initiatives to avoid burn out (study 2); ongoing investigation of the physiological benefits of yoga (study 3); and testing the utility of the studio audit form (study 4). / Doctor of Philosophy / Physical activity is an important part of living a healthy life and can look different for everyone. The Physical Activity Guidelines for Americans recommend for people to get 2 days of full body strength training along with 150 minutes of moderate intensity aerobic activity each week. Aerobic activity is activity that gets your heart rate up. In the first manuscript of this dissertation, Cooperative Extension professionals were trained in how to promote physical activity and physical activity programming. Cooperative Extension is a nationwide program that helps get research knowledge from the universities to the public. The second manuscript looks at how Cooperative Extension professionals were able to incorporate more mindfulness, yoga, and self-care for themselves through employee wellness programs, and which programs worked best in a practical way. The third manuscript looks at if the physical practice of yoga can increase heart rate to moderate to vigorous intensity zones in order to determine if a typical community-based yoga flow could contribute to meeting the aerobic components of the Physical Activity Guidelines. Based on this study, yoga can help participants get into the moderate intensity aerobic activity zone. The fourth manuscript explores the research and development of a yoga studio audit tool. This tool helps assess yoga studios so that public health professionals can recommend the studio that is the right fit for their clients.

Food systems include food production, processing, distribution, marketing, access, preparation, consumption, and disposal and influences of social, economic, and environmental conditions. Virginia Cooperative Extension (VCE) has professionals, paraprofessionals, and volunteers with expertise in food systems dimensions integrated into Virginia communities. Current VCE programming has unequal reach for Black, Indigenous, and people of color (BIPOC) communities. Community health workers (CHWs) are lay outreach workers who are from the communities they serve and can be effective health educators within BIPOC communities who experience health disparities. The CHW model is underexplored in food systems, despite the importance of food systems for health. A scoping review of United States CHW educational food systems interventions found CHW reach to BIPOC communities primarily through education on food preparation and consumption. Garden-based programming educated on the highest number of food system processes, highlighting a potential role of CHWs within food systems. These results guided development of a feasibility evaluation for the CHW model for garden-based food systems programming for VCE, emphasizing reach to BIPOC communities. Semi-structured interviews were conducted with 29 VCE stakeholders representing several disciplines. The CHW model is feasible for VCE within the current focus on food systems, diversity, and inclusion. Participatory approaches for programming should be used to incorporate the cultural knowledge of the CHW and to create a welcoming environment for BIPOC communities. The CHW model can connect disciplines to provide accessible and culturally relevant programming to BIPOC communities, thus extending the reach of VCE and potentially creating more inclusive community food systems. / Master of Science / Food systems encompass all processes from food production to disposal and are influenced by social, economic, and environmental conditions in which food travels from farm to fork. Virginia Cooperative Extension (VCE) provides outreach to Virginia communities by disseminating research-based information through professionals and volunteers in educational programming for topics that include agriculture, gardening, nutrition, and more. Community health workers (CHWs) are public health educators who serve Black, Indigenous, and people of color (BIPOC) to mitigate health disparities that are exacerbated by unequal distribution of resources within food systems. CHWs are from the communities they serve and thus are uniquely positioned as culturally sensitive educators. This thesis aimed to explore the role of CHWs in food systems education and to evaluate the feasibility of the CHW model for garden-based food systems programming for VCE. A scoping review of U.S.-based food systems interventions found that CHWs have reached BIPOC communities for food systems education that focuses on preparation and consumption of food, but the CHW model has not been widely documented in broad-lens food systems educational programming. Garden-based programs educated on the greatest number of food systems processes. Interviews with 29 VCE stakeholders showed that the CHW model is feasible within the structure and values of VCE. The CHW model can connect traditionally separate disciplines to provide accessible and culturally relevant programming to BIPOC communities, thus extending the reach of VCE and potentially creating more inclusive community food systems.

Residential camping has long been used as a tool to reach and teach educational concepts to youth. Since the founding of the first organized residential camp in 1823 at Round Hill School's Summer Camp in Massachusetts, private and public organizations have used camping as a means to teach youth their respective missions and goals. Although a relative newcomer in the camping business when compared to other agencies and groups, 4-H has been involved in camping since the first county camp was conducted in 1915. Virginia has long been in the business of 4-H camping, reaching thousands of youth throughout the years on an annual basis. Now, ranked third nationally in total numbers of youth attending 4-H camping on an annual basis, the 4-H mission "...assisting youth, and adults working with those youth, to gain additional knowledge, life skills, and attitudes that further their development as self-directing, contributing, and productive members of society" continues to be carried out through the residential camping program. The purpose of this dissertation is to describe, record and analyze the concept that provided the foundation for the Virginia 4-H camping program becoming a reality of the 4-H educational centers. It includes the early history of the camping movement in the United States, the beginnings of the 4-H club program in the United States and Virginia, and 4-H involvement in reaching and involving youth audiences through camping programs. The population for this study consisted of early pioneers in the 4-H camping program representing Virginia Cooperative Extension administrators and extension agents, camp staffs, and campers from both white and African-American camping programs, as separate 4-H camping programs were conducted. A systematic document research and structured interviews of the early pioneers was conducted to reach defensible conclusions about the establishment, operation, and purpose of the 4- H camping movement in Virginia. The outcomes of this study are fourfold. First, the study serves to document the organized camping movement in the United States and the beginnings of 4-H. Second, the study explores the early beginnings of the 4-H camping movement in the country with the national 4-H camping movement. Third, the study examined the persons, events, founding and early development of the 4-H camping program in Virginia, including the separate white and African-American camping programs for Whites and African-Americans. Fourth, the study documented the history of Virginia's six 4-H educational centers. The study endeavors to contribute to the body of knowledge concerning the history of the 4-H movement in Virginia. / 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.

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.

Thesis (Ph. D.)--University of Wisconsin, 1963. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-174).

This qualitative study was undertaken to determine the organizational values shared by the professional employees of the Florida Cooperative Extension Service. Related topics that contributed to the literature review included human and organizational values, organizational culture, strategic planning, and the philosophical foundations of the Cooperative Extension Service. Focus group interviews were conducted in each of the five administrative districts and on the University of Florida Campus. A total of 40 individuals took part in the group interviews. Transcripts of the interviews were read, coded, and sorted by themes to develop a list of twelve categories of values shared by the professionals interviewed. Coded sections of the transcripts were transferred to a descriptive matrix in order to reduce and simplify the analysis. Three groupings of values emerged from the data and were described as "communities" of values. The three communities were personal, Personal values mission-related, and structural values. were rewards, relationships, and personal history. Mission-related values were organizational history, research-based information, relevance, comprehensiveness, life-long education, diversity, and service. structural values were shared ownership and system linkages. These three communities were depicted in figures that described the relationships of the values to one another. The final discussion described the inter-relatedness of the three communities in the overall organizational structure. Recommendations were made for further study and program development for the Florida Cooperative Extension Service.

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.

Cooperative extension is one of three components, along with teaching and research that form the mission of land grant universities. The focus of extension work is to take knowledge gained through research conducted at the university, and disseminate the information, in a practical manner to the end user. In most instances, extension work revolves around agriculture. Within the extension system are personnel that help to foster this program of educating clientele who work in the agricultural industry. County level agents are in place to teach and address the needs of local constituents, specialists are generally housed at the university campus and are hired for their expertise in a specific field of agriculture, and administrators help to keep the system functioning. Many studies have been conducted on the leadership characteristics of county agents and extension administrators, however the current knowledge base concerning leadership behaviors of extension specialists is lacking. Traditionally, specialists were strictly used as a resource for subject matter information; however, changes overtime to cooperative extension have seen specialists move to a leadership position that involves leading agents groups and conducting programing that directly serves the clientele. With newly acquired expectations to perform in a leadership capacity, yet without training or educational background to ensure these skills, there is potential for complications to arise. Using a mixed methodological approach, this sequential explanatory study was conducted using Burn’s (1978) transformational leadership as a theoretical framework, with the purpose of examining current transformational leadership characteristics among extension specialists in addition to gaining information concerning demographic and professional information pertaining to this group. The sample group consisted of equine extension specialists, an initial survey was sent which contained questions relating to educational background, make-up and tenure of their position, as well as the Multifactor Leadership Questionnaire (MLQ) to analyze self-perceived transformational leadership characteristics. This survey was followed by a voluntary individual interview with the researcher. The purpose of the semi-structured interview was to gain a broader example of the leadership perspectives of this particular group. Although no significant connections could be made concerning demographic information and MLQ leadership scores, the group as a whole registered below average for displaying transformational leadership characteristics, ranking in the 40th percentile for composite MLQ scores compared to the general population. The interview data showed that as a whole there was agreement with the concepts of transformational leadership, however MLQ scores and anecdotal evidence show that practical application of transformational leadership is lacking. Most participants indicated they did not feel prepared for their job, and many indicated that interpersonal relationship skills were used more often than their degree specialization. The findings from this study may help to encourage leadership training focused towards extension specialists, and to emphasize the need for leadership skills within this position.