@article{farouque_kabir_roy_rana_donalson_2024, title={An assessment of capacity building activities for common interest farmer groups in Bangladesh}, ISSN={["1364-9213"]}, url={https://doi.org/10.1080/09614524.2024.2325415}, DOI={10.1080/09614524.2024.2325415}, abstractNote={This study examines how "farmers from the Common Interest Group (CIG)" have changed their capacity levels due to participating in Bangladesh's National Agricultural Technology Program (NATP). A mixed-method design was used to collect data from 120 rice and vegetable farmers. Results show that most respondents (above 75 per cent) agree that NATP initiatives, particularly group-based extension services, developed their capacity in different cultivation techniques, resource utilisation, farm inputs, communication behaviour, market access, and involvement in farmer organisations (FOs)/community-based organisations (CBOs). This study concludes that the concept of CIGs should be incorporated into the existing extension system following the termination of donor support.}, journal={DEVELOPMENT IN PRACTICE}, author={Farouque, Mohammad Golam and Kabir, Khondokar H. and Roy, Debashis and Rana, Md. Masud and Donalson, Joseph L.}, year={2024}, month={Mar} }
 @article{uddin_akter_roy_dev_mithun_rahman_mahmud_donaldson_2024, title={An econometric analysis of factors affecting vegetable growers' interest in good agricultural practices: a case of rural Bangladesh}, volume={2}, ISSN={["1573-2975"]}, DOI={10.1007/s10668-024-04545-1}, journal={ENVIRONMENT DEVELOPMENT AND SUSTAINABILITY}, author={Uddin, Mohammed Nasir and Akter, Sharmin and Roy, Debashis and Dev, Debashish Sarker and Mithun, Md. Nur Alom Sarkar and Rahman, Saifur and Mahmud, Md. Shakib and Donaldson, Joseph L.}, year={2024}, month={Feb} }
 @article{rossi_layfield_donaldson_luo_agudelo_2024, title={Assessing online readiness for a professional master’s degree program in agricultural education}, url={https://doi.org/10.5032/jae.v65i1.163}, DOI={10.5032/jae.v65i1.163}, abstractNote={Online learning is one form of distance education mediated through information and communications technology. We used a descriptive research design to develop and validate a multidimensional instrument to assess readiness and motivations for online learning. We provided a theoretical framework to better understand the concept of readiness for online learning and motivations to learn online. We assessed the need for a professional online Master’s degree in [Major] from [University] and participants’ experience with online learning. Participants in this study included 531 Cooperative Extension agents, Natural Resource Conservation Agency, Farm Service Agency employees, and School-based agricultural educators from [State], [State], and [State]. Of those, 96 participants completed the open-ended question. The study findings revealed that the survey instrument is a valid and reliable tool. Most participants reported a tendency for self-directed learning as they indicated having higher learning expectations performances. Individuals who perceive themselves as capable of performing a specific task or behavior have high levels of self-efficacy. Participants expressed that distance from campus—no need to relocate, and flexibility were their primary motivators to enroll in online learning. Many prefer using asynchronous technologies since they provide a more convenient environment where they can work at their own pace and better balance their work and school responsibilities. Results may also suggest that participants who are motivated to pursue an online degree place a high value on being self-directed learners since they can plan, monitor, and evaluate their own learning process.}, journal={Journal of Agricultural Education}, author={Rossi, Maria Merecedes and Layfield, Dale and Donaldson, Joseph L. and Luo, Ye and Agudelo, Paula}, year={2024}, month={Mar} }
 @article{mugwanya_jayaratne_bloom_donaldson_delborne_2024, title={Competencies and training needs of extension agents for educating farmers on genetically engineered crops in Uganda}, url={https://doi.org/10.37433/aad.v5i1.395}, DOI={10.37433/aad.v5i1.395}, abstractNote={The purpose of this study was to determine the training needs of extension agents in Uganda to lead successful education programs on genetically engineered (GE) crops. This was a descriptive survey research study conducted online with public agricultural extension agents in the eastern agro-ecological zone of Uganda. This study used Borich’s method to identify training needs. A survey instrument was designed to determine extension agents’ perceived importance and proficiency of 60 competencies organized under the eight Public Issues Education (PIE) framework competency constructs. The survey received 58 usable responses comprising an 83% response rate. All eight PIE competency constructs were perceived by the extension agents to be important. This study identified additional four competencies important for PIE in addition to the eight competencies in the model. Agents’ greatest training needs were creating partnerships and designing GE education programs. The lowest training needs were creating an environment of professionalism and managing conflicts. The findings indicate the importance of training extension agents on how to engage with farmers in new ways to educate them on GE technology. This study provides implications for determining the training needs of extension agents in PIE such as educating farmers on GE technology.}, journal={Advancements in Agricultural Development}, author={Mugwanya, Nassib and Jayaratne, K. S. U. and Bloom, J. Dara and Donaldson, Joseph L. and Delborne, Jason}, year={2024}, month={Mar} }
 @article{donaldson_gwinn_stephens_chmely_moody_2023, title={A summer agricultural research program enlarges community college students’ perceptions of agricultural careers}, url={https://doi.org/10.37433/aad.v4i3.315}, DOI={10.37433/aad.v4i3.315}, abstractNote={This study examined the REACH program, a Research and Extension Experiences for Undergraduates (REEU) program, aimed at improving agricultural literacy and career development among community college students. This study employed a one-group pretest-posttest design using the Perceptions of Agriculture and Agricultural Careers questionnaire (quantitative) and participants’ written responses to an open-ended question about agricultural career and academic plans (qualitative). Data were collected on the first and last day of the program to compare benchmarks to student achievement. The scaled responses were analyzed using the Wilcoxon signed-rank test, a nonparametric test. The open-ended responses were analyzed using content analysis. REACH Scholars developed more specific career plans and more favorable perceptions of personal job opportunities and their own capabilities in agriculture during the program. Regarding occupational requirements, the scholars’ perception that many agricultural leaders had a college education significantly improved over the course of the REACH program. Despite these improvements, their views about agricultural occupations in general, including food processing, food inspection, forestry, and natural resources management, were not significantly different from pretest to posttest. This study demonstrated an effective evaluation strategy for evaluating undergraduate research programs in agriculture and the allied sciences. Recommendations include strategies for greater outcome evaluation of REEU programs. }, journal={Advancements in Agricultural Development}, author={Donaldson, Joseph L. and Gwinn, Kimberly D. and Stephens, Carrie and Chmely, Stephen C. and Moody, Tess}, year={2023}, month={Jul} }
 @article{donaldson_graham_arnold_taylor_jayaratne_2023, title={An Analytic Needs Assessment for Extension Education: Views from Extension Professionals and Faculty}, url={https://doi.org/10.55533/2325-5226.1388}, DOI={10.55533/2325-5226.1388}, abstractNote={This study describes professional development for Extension educators and curricula expectations for those preparing for Extension careers – as perceived by members of the American Association for Agricultural Education (AAAE) and Joint Council of Extension Professionals (JCEP). We relate and differentiate findings from two surveys with open-ended questions. Regarding professional development, JCEP respondents identified program planning and evaluation, but AAAE respondents prioritized research methods. JCEP respondents prioritized practical experiences in Extension Education college courses, and AAAE members reported some practical Extension experiences in the college curriculum. College faculty may apply the results for impactful academic, professional development, and research programs.}, journal={Journal of Human Sciences and Extension}, author={Donaldson, Joseph L. and Graham, Donna and Arnold, Shannon and Taylor, Lisa and Jayaratne, K. S. U.}, year={2023}, month={Mar} }
 @article{marsh_eck_layfield_donaldson_2023, title={Identifying school-based agricultural education teacher needs and support gaps}, url={https://doi.org/10.37433/aad.v4i3.347}, DOI={10.37433/aad.v4i3.347}, abstractNote={The school-based agricultural education (SBAE) teacher attrition crisis dates back to the passing of the Smith-Hughes Act in 1917. For the past three decades, researchers have studied this phenomenon to better understand the needs of SBAE teachers in order to increase retention as well as improve work-life balance. While several needs are recurring, current efforts are not resulting in actionable change for SBAE teachers. To gain perspectives on the problem, an expert panel of SBAE supporters were invited to participate in a Delphi in Florida, Georgia, and South Carolina, focused on the perceived needs of SBAE teachers. The Conceptual Model of Support for SBAE Teachers was introduced as a potential lens to meet the human needs of SBAE teachers. The Delphi resulted in 42 items being identified as areas of need for 21st century SBAE teachers. All align with the historical needs of SBAE teachers and demonstrate gaps in support in the areas of wellness, resources, work-life balance, relationships, and the need for purposeful professional development. Further research is recommended to evaluate the identified needs.}, journal={Advancements in Agricultural Development}, author={Marsh, Kayla N. and Eck, Christopher J. and Layfield, K. Dale and Donaldson, Joseph L.}, year={2023}, month={Aug} }
 @article{donaldson_vaughan_2022, title={A Scoping Study of United States Extension Professional Competencies}, url={https://scholarsjunction.msstate.edu/jhse/vol10/iss1/8}, journal={Journal of Human Sciences and Extension}, author={Donaldson, J.L. and Vaughan, R.}, year={2022}, month={Apr} }
 @article{simpson_donaldson_2022, title={TikTok, Tomatoes, and Teenagers: Using New Social Media Apps to Connect Extension Education with Younger Audiences}, volume={60}, ISSN={["1077-5315"]}, DOI={10.34068/joe.60.03.09}, abstractNote={Social media usage has precipitated changes in Cooperative Extension’s delivery of programs to amplify involvement with selected audiences and it is important that we craft relevant content for a variety of audiences. Current research tells us that social media and related content can enrich education and can create broader audiences for programming. Resources like blogs, podcasts, and geofilters have shown to be received positively by a wide range of audiences and have created greater rates of engagement. Yet, one platform that has received limited attention is TikTok, perhaps due to TikTok’s mixed reviews in educational systems. With current trends showing that 48% of 18-29 year olds are using the app, we believe that TikTok has great potential for connecting audiences with research-based information and engaging previously unreached communities.}, number={3}, journal={JOURNAL OF EXTENSION}, author={Simpson, Coleman K. and Donaldson, Joseph L.}, year={2022} }
 @article{donaldson_franck_2021, title={Developmental Evaluation for Extension Programs}, volume={59}, ISSN={["1077-5315"]}, DOI={10.34068/joe.59.04.05}, abstractNote={Logic models have garnered acclaim for their usefulness and disdain for the time required to create good ones. We argue that the orderly, analytical nature of logic models is opposed to many Extension programs, and we explain developmental evaluation, an approach that highlights ongoing development, adaptations, and rapid response. We use our recently completed evaluation of the 4-H Science: Building a 4-H Career Pathway Initiative to demonstrate developmental evaluation’s key principles. Recommendations for Extension include the need to embrace developmental evaluation for program planning and evaluation and for Extension evaluators to conduct case studies using developmental evaluation and other approaches.}, number={4}, journal={JOURNAL OF EXTENSION}, author={Donaldson, Joseph L. and Franck, Karen}, year={2021} }
 @article{donaldson_franck_2020, title={A Mixed-Methods Evaluation to Measure 4-H STEM Program Quality}, url={https://doi.org/10.5195/jyd.2020.835}, DOI={10.5195/jyd.2020.835}, abstractNote={The 4-H Science: Building a 4-H Career Pathway Initiative was a 3-year collaboration among National 4-H Council, Lockheed Martin, and state 4-H grantees to help more than 50,000 youth in 13 states develop STEM and workforce skills for STEM professions. A mixed-methods design used observations and interviews to assess program quality. Researchers observed 4-H STEM programming and conducted individual and focus group interviews with youth, parents, community volunteers, corporate volunteers, and professionals. Observations were conducted using a validated observational tool, the Out-of-School Time (OST) Observation Instrument with STEM Plug-In. This instrument measured youth relationship building, youth participation, staff relationship building, staff instructional strategies, activity content and structure, and STEM instruction. Findings from the observations and interviews were combined to assess program quality. Sites scoring highest on the OST Observation Instrument reported using quality STEM curriculum, especially National 4-H Youth Science Day lessons. The 4-H STEM programs demonstrated highly evident and consistent youth relationship building (e.g., being friendly and collaborative) and youth participation (e.g.., contributing ideas and taking leadership). Yet, in many cases, STEM youth skill development (e.g., drawing connections to real-world concepts) and STEM staff instructional practices (e.g., discussing how youth could pursue STEM content through their education and/or career) were inconsistent and rarely evident. Recommendations include substantive professional and volunteer development for both STEM competencies and enhanced youth development. The OST Observation Instrument with STEM Plug-In provided a comprehensive tool to evaluate program quality, and it is recommended for use in evaluating other 4-H STEM programs.}, journal={Journal of Youth Development}, author={Donaldson, Joseph L. and Franck, Karen L.}, year={2020}, month={Sep} }
 @article{franck_donaldson_2020, title={Volunteer Training Needs for Successful 4-H STEM Programs}, volume={15}, ISSN={["2325-4017"]}, DOI={10.5195/jyd.2020.856}, abstractNote={Informal STEM education programs through youth-serving organizations like 4-H have the potential to help youth prepare for future STEM careers. Volunteers continue to be an important way to mentor and provide programs for youth with support and guidance from professionals working for youth organizations. 4-H STEM programs present challenges for 4-H professionals and traditional 4-H volunteers who often have limited knowledge and confidence in their ability to teach STEM skills. Recruiting science experts as volunteers to lead 4-H STEM programs is one way to provide these programs, but some experts have limited knowledge about youth development and how to engage youth. Findings from the 4-H Science: Building a 4-H Career Pathway initiative are discussed here related to volunteer training, volunteer recruitment and retention and resources needed for 4-H professionals and volunteers to successfully implement 4‑H STEM programs. A process evaluation was conducted that included focus groups and interviews in 3 states that participated in the initiative. Focus groups and interviews were conducted with youth, parents, volunteers, and 4-H professionals involved in 4-H STEM programs. Themes included the need for volunteer training focused on increasing STEM knowledge and skills as well as pedagogy and youth engagement, the need for training for 4-H professionals related to STEM skills so they could support volunteer efforts, and the need to use diverse methods to recruit science experts and other volunteers for these programs.}, number={4}, journal={JOURNAL OF YOUTH DEVELOPMENT}, author={Franck, Karen L. and Donaldson, Joseph L.}, year={2020}, pages={97–109} }
 @article{donaldson_gallimore_swanson_2019, title={A National Survey of Extension 4-H Professionals’ Perceptions of Professional Development Factors}, volume={57}, url={https://joe.org/joe/2019february/a2.php}, number={1}, journal={Journal of Extension}, author={Donaldson, J.L. and Gallimore, L. and Swanson, D.}, year={2019} }
 @article{donaldson_2019, title={Case Studies for Student Engagement in Undergraduate Extension Education Courses}, url={https://www.nactateachers.org/images/TeachingTips/Summer_2019/4_Case_Studies_for_Student_Engagement.pdf}, journal={NACTA Journal}, author={Donaldson, J.L.}, year={2019} }
 @article{donaldson_franck_2019, title={Promoting Healthy Lifestyles for Extension Employees: An Exploratory Study}, volume={7}, url={https://www.jhseonline.com/article/view/906/753}, number={3}, journal={Journal of Human Sciences and Extension}, author={Donaldson, J.L. and Franck, K.L.}, year={2019}, pages={92–114} }
 @article{downey_peterson_donaldson_hardman_2017, title={An Application of the RE-AIM Evaluation Framework}, volume={55}, url={https://www.joe.org/joe/2017june/iw1.php}, number={3}, journal={Journal of Extension}, author={Downey, L.H. and Peterson, D.J. and Donaldson, J.L. and Hardman, A.}, year={2017} }
 @article{downey_peterson_donaldson_hardman_2017, title={An Extension Application of the RE-AIM Evaluation Framework}, volume={55}, url={https://www.joe.org/joe/2017june/iw1.php}, number={3}, journal={Journal of Extension}, author={Downey, L.H. and Peterson, D.J. and Donaldson, J.L. and Hardman, A.}, year={2017} }
 @article{bumgarner_donaldson_2017, title={Assessing the Tennessee Extension Master Gardener Program Using Both County Coordinator and Extension Volunteer Perspectives}, url={https://docs.wixstatic.com/ugd/c8fe6e_f790739924ea4e348560fa84b37aabd9.pdf}, journal={Journal of Human Sciences and Extension}, author={Bumgarner, N.R. and Donaldson, J.L.}, year={2017} }
 @article{reeves_donaldson_naylor_lebleu_2017, title={Youths Perceive Some Improvement in Substance Abuse Prevention Knowledge, Skills, and Assets from Participation in 4-H Health Rocks!}, volume={55}, url={https://joe.org/joe/2017august/rb9.php}, number={4}, journal={Journal of Extension}, author={Reeves, K.T. and Donaldson, J.L. and Naylor, M. and LeBleu, L.}, year={2017} }
 @article{donaldson_bell_toman_hastings_2016, title={Marathon Month Promotes Healthy Lifestyles for Extension Employees}, volume={54}, url={https://joe.org/joe/2016october/iw4.php}, number={5}, journal={Journal of Extension}, author={Donaldson, J.L. and Bell, B.A. and Toman, J.J. and Hastings, S.}, year={2016} }
 @article{donaldson_2014, title={Appraising the appraiser: Extension agents’ and county directors’ perceptions of their appraisers}, url={http://www.joe.org/joe/2014april/rb2.php}, number={52}, journal={Journal of Extension}, author={Donaldson, J.L.}, year={2014}, pages={2} }
 @article{franck_donaldson_toman_moody_2014, title={Moving beyond the program: Incorporating healthy living behaviors throughout 4-H}, url={http://www.joe.org/joe/2014august/comm2.php}, number={52}, journal={Journal of Extension}, author={Franck, K.L. and Donaldson, J.L. and Toman, J. and Moody, T.}, year={2014}, pages={4} }
 @article{thomas_donaldson_2014, title={Sugar Free with Justin T}, url={http://www.joe.org/joe/2014december/iw6.php}, number={52}, journal={Journal of Extension}, author={Thomas, J.B. and Donaldson, J.L.}, year={2014}, pages={6} }
 @article{donaldson_french_2013, title={Tennessee extension agents’ perceptions of performance appraisal}, volume={51}, url={http://www.joe.org/joe/2013june/a10.php}, number={3}, journal={Journal of Extension}, author={Donaldson, J.L. and French, R.L.}, year={2013} }
 @article{piercy_franz_donaldson_richard_2011, title={Consistency and change in participatory action research: Reflections on a focus group study about how farmers learn}, volume={16}, url={http://www.nova.edu/ssss/QR/QR16-3/piercy.pdf}, number={3}, journal={Journal of Qualitative Research}, author={Piercy, F.P. and Franz, N.K. and Donaldson, J.L. and Richard, R.}, year={2011}, pages={820–829} }
 @article{franz_piercy_donaldson_richard_westbrook_2010, title={Farmer, agent, and specialist perspectives on preferences for learning among today’s farmers}, volume={3}, url={http://www.joe.org/joe/2010june/rb1.php}, number={48}, journal={Journal of Extension}, author={Franz, N.K. and Piercy, F.P. and Donaldson, J.L. and Richard, R. and Westbrook, J.R.}, year={2010} }
 @article{donaldson_2010, title={Getting acquainted with free software}, volume={48}, url={http://www.joe.org/joe/2010june/tt7.php}, number={3}, journal={Journal of Extension}, author={Donaldson, J.L.}, year={2010} }
 @article{franz_piercy_donaldson_richard_westbrook_2010, title={How farmers learn: Implications for agricultural educators}, volume={25}, number={1}, journal={Journal of Rural Social Sciences}, author={Franz, N.K. and Piercy, F.P. and Donaldson, J.L. and Richard, R. and Westbrook, J.R.}, year={2010}, pages={37–59} }
 @article{donaldson_hale_bost_windham_stebbins_cook_2006, place={Knoxville, Tennessee}, title={Assessing an Extension Plant Pest Diagnostic Center for Commercial Clients: Satisfaction, Savings, and Success}, volume={44}, url={http://www.joe.org/joe/2006august/rb7.php}, number={4}, journal={Journal of Extension}, publisher={The University of Tennessee Extension}, author={Donaldson, Joseph and Hale, Frank A and Bost, Steven and Windham, Alan and Stebbins, Thomas and Cook, David}, year={2006}, month={Aug} }
 @article{donaldson_2004, title={Training public school teachers to teach CHARACTER COUNTS!}, volume={42}, url={http://www.joe.org/joe/2004october/iw3.shtml}, number={5}, journal={Journal of Extension}, author={Donaldson, J.L.}, year={2004} }
 @article{donaldson_thomson_whittington_nti_1999, title={Computer access, usage, and literacy of undergraduates in the agricultural sciences}, volume={43}, number={3}, journal={NACTA Journal}, author={Donaldson, J.L. and Thomson, J.S. and Whittington, P.R. and Nti, N.O.}, year={1999}, pages={20–29} }
 @article{donaldson_thomson_1999, title={Interpersonal Communication Strengthens Web-Based Instruction}, volume={83}, ISSN={1051-0834}, url={http://dx.doi.org/10.4148/1051-0834.2142}, DOI={10.4148/1051-0834.2142}, abstractNote={This study describes the interpersonal communication preferences (instructor-to-student and student-tostudent) among undergraduates surveyed in a freshmen seminar in the College of Agricultural Sciences at the Pennsylvania State University. The purpose was to investigate communication preferences among students at the University Park (main) campus and three Commonwealth (branch) campuses and describe implications for World Wide Web (Web) instruction. Findings indicated significant differences between student attitudes toward student-to-student and instructor-to-student communication. With regard to success in a course, students at the Commonwealth campuses placed more importance on both student-to-student and instructor-to-student communication. The findings indicate the need for educators incorporating the Web into their curriculum to adopt a learner-centered approach to instruction, using such technology with forethought. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License. This research is available in Journal of Applied Communications: https://newprairiepress.org/jac/vol83/iss3/2 22 / Journal of Applied Communications, Vol. 83, No. 3, 1999 Interpersonal Communication Strengthens Web-Based Instruction Joseph L. Donaldson Joan S. Thomson}, number={3}, journal={Journal of Applied Communications}, publisher={New Prairie Press}, author={Donaldson, Joseph L. and Thomson, Joan S.}, year={1999}, month={Sep} }
 @article{donaldson_1998, title={What is Extension’s itinerary for information superhighway travel?}, volume={36}, url={https://www.joe.org/joe/1998december/comm1.php}, number={6}, journal={Journal of Extension}, author={Donaldson, J.L.}, year={1998} }