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Water scarcity in the United States needs to be addressed with demand- and supply-side initiatives. Yet, water is often provided for a low cost to households in residential areas that have the potential to reduce water consumption. The theory of planned behavior (TpB) is a social science theory used to understand why volitional conservation behaviors, including water conservation, are performed by consumers. Additional predictors are included in TpB in water literature, and motivations for behavioral actions may help further explain residential water conservation behavior. This study sought to determine whether TpB and motivation predicted residential water conservation behavior. Data were collected with an online survey (n = 907) in September 2022 from residents of Florida, Georgia, and Alabama using non-probability opt-in quota sampling. The data were analyzed in R using the lavaan package. The results indicate that there was a significant direct effect of attitude and subjective norms on intention. There was a significant direct effect of intention on behavior. There was a significant negative direct effect of extrinsic motivation on behavior. Mediation was present in the model with intrinsic motivation. Perhaps the respondents had not thought about rewards or punishments in the context of water conservation because of the availability of water at a low cost and therefore were not extrinsically motivated to conserve water. [ABSTRACT FROM AUTHOR]

In order to enhance Extension evaluation efforts it is important to understand current practices. The study reported here researched the evaluation behaviors of county-based Extension professionals. Extension professionals from eight states (n = 1,173) responded to a survey regarding their evaluation data collection, analysis, and reporting methods while evaluating their "best" Extension program. The majority used post-tests at the conclusion of their educational activities and reported the actual numbers of respondents. Few respondents collected data representing behavior change. To improve, Extension professionals need to gain evaluation skills and work together to develop strong evaluations that measure change over time.

Career and Technical Education programs include over 9.2 of the nation's 14.9 million secondary students. Although STEM and health CTE programs are thought to contribute to students' achievement in science, previous studies also suggest that agricultural and natural resources programs can aid students in making connections between agricultural topics and science principles. This study compares 11th grade science achievement test scores of students enrolled in the agricultural and natural resources cluster with those enrolled in STEM and health clusters, as well as the education and training cluster. The analysis revealed that performance on the standardized science test tended to improve as a student's coursework in a CTE program increased from coursetaker to explorer to occupational concentrator. The results also showed that students in agriculture programs scored slightly lower on the science test than those in health programs and somewhat lower than those in STEM programs, but higher than students in education programs. Concentrators in agriculture programs scored on par with those in health programs and slightly lower than those in STEM programs after controlling for student and school factors.

International learning experiences are increasingly considered critical by universities in order to address the breadth of knowledge and skills required by food and agricultural scientists. An international experience helps create an awareness of international perspectives and prepares students for a global workforce. This article discusses the impact of a study abroad course in Costa Rica focused on agricultural sustainability and cultural awareness. The experimental design had three components: a pretest, 7-week intervention, and post-test to assess participants' changes over time, regarding their cultural awareness and interests to pursue careers in agriculture. The experiment occurred in 2009 and 2010. Participants agreed the course enhanced their cultural awareness and that as a student studying agriculture it was important for them to understand other cultures. They indicated the ability to apply their learning to their careers in the United States. In addition, within the open ended question section, 27 of the 33 students participating in the course reported that as a result of the course they would like to work with agriculture in an international capacity in the future. In summary, this study succeeded in reaching its goals to enhance students' cultural awareness. (Contains 4 tables.)

Background: The ability to solve complex challenges facing the food system is an increasingly important skill for undergraduate students entering into the global workforce. However, the curriculum tools to enhance systems thinking in the undergraduate agricultural and natural resource classroom are limited, specifically related to food systems education. Methods: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students' systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants' understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity. Conclusions: The implications of using hypothetical case scenarios in the food system education classroom are explored. [ABSTRACT FROM AUTHOR]

In many parts of the world, water scarcity is increasing due to climate change and the deterioration of the quantity and quality of water sources. In the southeastern U.S., water conservation is of particular concern because of the decades-long water war between the states of Florida, Georgia, and Alabama over two shared river basins. Individuals can only do so much to conserve water in their home, but different forms of donations can contribute to larger efforts resulting in greater environmental impact. Using a conceptual framework connecting self-identity to water conservation contribution engagement, the purpose of this study was to determine if personal water conservation behavioral intent impacted contributions to organizations supporting water conservation so effective communication strategies can be developed. Previous studies connected self-identity and intention to engage in pro-environmental behaviors, but there is a lack of research on the connection to water conservation donation behavior. Respondents were recruited to take an online survey using non-probability opt-in sampling. Self-reported intent to engage in water conservation behaviors, current contribution behaviors (if they donate to an organization that protects water, are a member of a water conservation organization, own a specialty license plate that supports water conservation, and volunteer for water conservation events), and total family income in the past year were obtained. Data were analyzed using point-biserial correlations and binary logistic regressions. The results indicated personal water conservation behavioral intent was positively correlated to water conservation contribution behaviors. Personal water conservation behavioral intent and income level were significant predictors of contribution behaviors. Environmental communicators and educators should encourage those who identify as conservationists to increase their self-identity through contributing to organizations. Future research should be conducted to determine if actual versus perceived discretionary income and/or time is a predictor of contributions. [ABSTRACT FROM AUTHOR]

Many practitioners use culturally responsive approaches for community development; however, identity-oriented frameworks may enhance holistic engagement with communities and foster increased participatory collaboration. The current study identifies components of identity narratives within a community-based health-promotion initiative focused on rural food access through a culturally responsive lens to develop a preliminary theory of identity-oriented evaluation. Data were collected with members of the community coalition in one county participating in the rural health-promotion program. A constructivist grounded theory approach was used to identify themes related to identity construction by participants. Themes included community identity, economic narratives of health, personal identity, descriptions of coalition, cultural food preferences, identity constructions around health, community-first perspective, collaboration across community sectors, slowness of change, and social observations related to behavior change. Looking at the themes in a rural health-promotion context, the authors discuss implications for engaging in community development using identity as an entry point for participatory work. [ABSTRACT FROM AUTHOR]

Science education and communication students do not often see themselves as scientists although the future of science is highly dependent upon effective science communication. The purpose of this study was to determine if a science communication course could alter graduate students’ perceptions of scientists and their own selfperception as a scientist. Using a semiotic approach and the Draw-A-Scientist-Test (DAST), participants were asked to draw an image of a scientist based on their perceptions on the first and last day of a 16-week course. Analysis of the images prior to the course indicated failure by students to perceive themselves as scientists. After taking the course, participants depicted being a scientist as a process and described scientists based on their roles. The participants’ failure to identify themselves as scientists before the class indicates a gap in undergraduate curriculum educating students about the diversity of scientific roles within society and the academy. As such there is need for a comprehensive review of course offerings at the undergraduate level to ensure students are not only equipped with scientific knowledge but that they develop a clear understanding of who a scientist is as well as the roles of scientists. [ABSTRACT FROM AUTHOR]