Arizona’s First University. Impact of the College of Agriculture and Life Sciences Ambassador Program Kodi D. Havins AED 615 Investigations and Studies

Arizona’s First University.

Impact of the College of Agriculture and Life Sciences Ambassador

Program

Kodi D. Havins

AED 615 Investigations and Studies in Applied Research

Fall 2006

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CALS AMBASSADOR PROGRAM

Personal Background•Yuma, Arizona

•B.S., Animal Sciences

•Former CALS Ambassador

•Current CALS Ambassador Co-Advisor

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CHAPTER ONE

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Introduction

•Morrill Act of 1862•President Abraham Lincoln

•Provided public land to every state that remained in the union

•States were to sell the land and use profits to establish colleges in agriculture, engineering, and military sciences

•“Land Grant” Colleges

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Introduction

•University of Arizona•Found 1885

•Established the College of Agriculture in 1889

•Now called the College of Agriculture and Life Sciences

•1915 formally organized to include Resident Instruction, Experiment Station, and Cooperative Extension

•Resident Instruction is now known as Academic Programs

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Introduction

•CALS Ambassadors•The idea was to increase student recruitment mechanisms towards potential CALS Students and to represent CALS and UA at agriculture and life science industry events and academia functions

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Introduction

•CALS Ambassadors•Founded in 1992 by Dr. John “Jack” Elliot

•Designed after the University of Florida’s Program

•Supported by Office of Academic Programs

•Ambassadors are selected through a 3 Step Process

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Need

As with any ongoing college supported program, the general program should eventually be evaluated and suggested

changes should be addressed. Most importantly, given the dedication and time students donate to the CALS

Ambassador program, the impact this program has on their post college lives should be assessed. To date, there have been no efforts made to evaluate the influences the CALS

Ambassador program has had on students, who have been apart of the program. There have been a total of 151 CALS

Ambassadors. However, only 145 Ambassadors have graduated as recognized CALS Ambassadors.

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Purpose

The purpose of this survey study will be to test the theory that serving as a University of Arizona College of Agriculture and Life Science Ambassadors has a positive impact on student’s post-college lives. The independent variable of interest, being

a CALS Ambassador, will be defined generally as an undergraduate student, who has been select, through a formal application and interview process, to represent CALS and UA,

as a CALS Ambassador. The dependent variables will be defined generally as post-college lives, and may include life

choices, job satisfaction, salary income, geographical location, and continuing education decisions.

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Objectives1. To develop a demographic profile of former CALS

Ambassadors.

2. To describe the experiences associated with being a CALS Ambassador.

3. To measure the participation in the National Agriculture Ambassador Conference.

4. To determine the overall value of the CALS Ambassador Program as perceived by CALS Ambassadors.

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Limitations• Due to the various backgrounds of CALS

Ambassadors, prior knowledge and experiences may have an effect on the experience they had while being a CALS Ambassador.

• The study was also limited to the different stages the former CALS Ambassadors were in of their lives. Some CALS Ambassadors may have different views and attitudes towards their experiences later on in life, than they did during the time the survey was conducted.

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Assumptions1. The CALS Ambassador program was

executed as prescribed.

2. Program participants performed at least the basic required duties of a CALS Ambassador.

3. Participation in a National Agriculture Ambassador Conference is related to the general experiences and not the quality of the conference attended.

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Delimitations

• Results can only be generalized to participants of the CALS Ambassador Program, at the University of Arizona.

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Definitions of Terms

• College of Agriculture and Life Sciences (CALS)

• CALS Ambassador Program

• National Agriculture Ambassador Conference

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CHAPTER TWO

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Literature Review

• Need for Student Organizations and Clubs

- “Vocational agriculture teachers can be distinguished from those who are not members by a set of discrimination variables describing degree of professionalism, self-perceived importance of organizational role and member benefits, and teacher characteristics”

- (Lawver & Lee, 1990)

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Literature Review


-Participation in student activities at the college level, as well as high school level, definitely related to overall leadership development

- (Brikenbolz & Schumcer, n.d.)

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Literature Review


- “Communication skills of College of Agriculture students are enhanced through participation in student organizations and activities”

- (McKinley, Birkenholz, & Stewart, 1993)

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Literature Review


- The findings of these studies provide confirmation that participating in student activities and organizations increase leadership and communications skills, which are crucial for future employment.

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Literature Review

• Demographics of College Students

- Porter suggests that career opportunities and achievements are in direct correlation with one’s academic major

- Porter’s study concludes that interdisciplinary and social science majors are more likely to be female’s choice in majors over males.

-(Porter, S.R. & Umbach, P.D., 2006)

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Literature Review

• Program Effectiveness

-Participants of the California Agricultural Leadership Program (CALP) concluded that the program had “directly impacted their personal, career and leadership development and growth in positive and dynamic ways”. -(Whent, L.S. & Leising, J.G., 1992)

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Literature Review

• Leadership

-Study conducted by Brannon, Holley, and Key reported that in their survey of community leaders, those who had participated in vocational agriculture programs as a youth, believed that the leadership programs they were involved in contributed to leadership skills. -(Brannon, Holley, Key, 1989)

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Literature Review

• Leadership

-Study conducted by Brannon, Holley, and Key reported that in their survey of community leaders, those who had participated in vocational agriculture programs as a youth, believed that the leadership programs they were involved in contributed to leadership skills. -(Brannon, Holley, Key, 1989)

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Research Importance

•Given the dedication and time students donate to the CALS Ambassador program, the impact this program has on their post college lives should be assessed.

• CALS contributes significant support to the Ambassador program.

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Contribution to Agriculture Education

•The Department of Agricultural Education has always been a major supporter of the CALS Ambassador Program and the value should be assessed.

•The known value of the program may have an affect on Agricultural Education student’s involvement in the CALS Ambassador Program.

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CHAPTER THREE

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Census

•Census study of all participants who have served as University of Arizona (UA) College of Agriculture and Life Sciences (CALS) Ambassadors and graduated as recognized ambassadors from the beginning of the program in 1992 through 2006 (N=145).

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Instrument Design

•The survey instrument was developed according to the research objectives created after the review of literature and with consideration of Fraenkel and Wallen (2006) recommendations for creating a written survey.

•Likert type scales, descriptive questions, and open ended questions assessed the questions for each of the four objectives.

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Description of Procedures

•With reference to Fraenkel and Wallen (2006) recommendations, the study participants were sent a cover letter, disclaimer form, and a survey.

•They were given written instruction on how to complete the survey on the internet if they wish to do so, in the cover letter.

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Description of Procedures

•Each person was randomly assigned a five digit code, indicated on their cover letter. The subject where asked identify the five digit code on the survey. Once the survey was completed and returned, the five digit code was marked off of the initial list.

•Non-respondence where sent another cover letter, disclaimer form, and survey, with the same directions as the first mailing, two weeks after the initial mailing.

•After an additional two weeks, the same procedure towards non-respondence was followed. Participants were able to partake in the study at their convenience.

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Reliability & Validity

•The face, content and construct validity was determined by a panel of experts from the University of College of Agriculture and Life Sciences. To further establish content and construct validity, a field test was administered to selected experts in the subject areas to further establish content.

•Since there are no other ambassador programs parallel to the CALS Ambassador Program reliability was determined Post Hoc.

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References

Birkenbolz, R.J, & Schumacher, L.G. (n.d.). Leadership skills of college of agriculture graduates. Journal of Agricultural Education. 35(4), 1-8.

Brannon, T., Holley, C. W., Key, J.P. (1989). Impact of vocational agriculture/FFA on

community leadership. Journal of Agricultural Education. 30(30), 37-42.

Chee, K.H., Pino, N.W., & Smith, W.L. (2005). Gender differences in the academic ethic and academic achievement. College Student Journal. 39(3), 604.

College of Agriculture & Life Sciences, University of Arizona. (2002). Information for news media. Retrieved September 16, 2006, from http://

www.ag.arizona.edu/media/ College of Agriculture & Life Sciences, University of Arizona. (n.d.). The Ambassadors. Retrieved October 26, 2006, from http://cals.arizona.edu/oap/ambassadors/index.htm

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References

Fraenkel, J.R. & Wallen, N.E. (2006). How to design and evaluate research in education (6th ed.). New York: McGraw-Hill.

Lawver, D.E. & Lee, J.S. (1990). Comparison of members and non-members of professional organizations for vocational agriculture teachers. Journal of Agricultural Education. 31(4), 39-45.

McKinley, B.G., Birkenholz, R.J., & Stewart, B.R. (1993). Characteristics and experiences related to the leadership skills of agriculture students in college. Journal of Agricultural Education. 34(3), 76-83.

Porter, S.R. & Umback, P.D. (2006). College major choice: an analysis of person-environment fit. Research in Higher Education. 47(4), 429-449.

Schumacher, L.G. & Swan M.K. (1993). Need for formal leadership training for students in a Land-Grant college of agriculture. Journal of Agricultural Education. 34(3), 1-9.

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References

Talbert, B.A., Vaughn, R., and Croom, D.B. (2005). Foundations of Agricultural Education. Catlin, Illinois: Professional Educators Publications, Inc.

The University of Arizona. (2005a). Fact book 2005-06. Tucson, AZ: University of Arizona Office of Institutional Research & Evaluation.

United States Department of State, Office of International Information Programs.(n.d.). Backgrounder on the Morrill Act. Retrieved September 16, 2006, from

http://usinfo.state.gov/usa/infousa/facts/democrac/27.htm

Whent, L.S. & Leising, J.G. (1992). A twenty-year evaluation of the California agricultural leadership program. Journal of Agricultural Education. 33(3), 32- 39.

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Thank you!!!

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Documents

Arizona’s First University. Impact of the College of Agriculture and Life Sciences Ambassador Program Kodi D. Havins AED 615 Investigations and Studies