Coaching and Mentoring Experiences of Early Career Extension Agents in Florida Received from County Extension Directors

County Extension directors (CEDs) are Extension agents who have both programmatic and administrative responsibilities. A critical role of Florida CEDs is to coach and mentor new Extension agents in their county office. Most literature surrounding the onboarding process of new Extension hires focuses on Extension agents within their first year on the job, with little attention on their subsequent years on the job. This study sought to understand the coaching and mentoring experiences of early career Extension agents (one to three years on the job) received from CEDs. Findings revealed eight major themes, including CED years of experience as an agent, lack of CED onboarding, and intentionality of meeting regularly. Overall, CEDs were substantially more optimistic about their early career agents’ coaching and mentoring experiences than the agents themselves, revealing a major difference in perception regarding the impact of this critical CED role. UF/IFAS Extension should provide more resources to create needed onboarding training for new CEDs and tools to help CEDs be more effective coaches and mentors for new and early career Extension agents

Professional Development Needs of Early-Career Extension Agents Beyond the First Year: Florida County Extension Director Perspectives

Extension agents serve important roles in communities but often begin their careers lacking skills crucial for success. We aimed to understand the professional development needs of Florida early-career Extension agents beyond the first year as perceived by eight county Extension directors (CEDs). Through semistructured interviews, CEDs indicated that building community relationships, managing volunteers, communicating effectively, and other Extension-related skills are areas for which early-career Extension agents need professional development. These results suggest a need for additional development opportunities beyond the first year, with a professional development model that is continually adapted as an Extension professional\u27s skill set changes. Our findings have implications for those involved in Extension practice and research beyond Florida

Labs and Landscapes Virtual Reality: Student-Created Forest Conservation Tours for Informal Public Engagement

The following exploratory convergent mixed-methods study examined graduate students’ experiences developing and facilitating 360º photo-based virtual reality (VR) tours titled Labs and Landscapes focused on forest conservation and climate change education, as well as tour impacts on public audiences. Graduate students in an agricultural and natural resources communication course at The University of Florida used 360º cameras, mobile devices, and online software to create VR tours about the UF/IFAS Austin Cary Research Forest. Then, the students guided public participants through the tours in three physical informal learning environments including a museum, brewery, and campus tabling site within the university community. Data collection included VR tour artifacts, audio recordings of students’ VR facilitation and discourse with the public, post-surveys of public participants’ tour impressions and climate change attitudes, and pre-/post-student reflections. Data sources were collected separately and mixed in interpretation. Results showed students increased their multimedia communication skills, knowledge of natural resource conservation, and confidence in communicating with public audiences. Additionally, survey results indicated public participants agreed the students successfully guided the tours, agreed it is important to learn about conservation and climate change, and had some disagreement with the statement that humans cannot prevent climate change

Exploring Social Media Engagement of a Mosquito Control Campaign: Comparing Engagement Rates per Content Type and Content Frame

This study explored the social media follower engagement of a campaign with the intention to inform Florida residents about mosquito-related topics, specifically mosquito control. Engagement rates were compared between social media content type and content frames. Text graphics without characters were the most engaged content type, while the personal responsibility frame was the most engaged frame. The social media campaign examined in this study had overall low engagement rates, which could have been attributed to factors outside the scope of this study. Future recommendations for research should determine what factors most contribute to the engagement of social media content. In-depth focus groups should also be conducted to test the frames and messages used in this study. Practitioners should consider using the personal responsibility frame when communicating with the public about mosquito-related topics. Furthermore, practitioners should also apply the use of authoritative figures when designing a campaign similar to the one in this study after determining what authoritative figures effectively resonate with the intended audience

Assessing Florida Early Career Extension Faculty\u27s Adoption of Design Principles to Communicate Messages

Extension faculty are tasked with developing and communicating educational programs to local clientele, and communication skills are a considerable piece of the Extension faculty job. Thus, UF/IFAS Extension included a communication portion to the on-board training for newly hired Extension faculty to develop their design skills so they can more effectively communicate through their educational and marketing materials. We used Rogers’ (2003) innovation-decision process to assess Florida early career Extension faculty’s adoption of design principles after completion of the 2019 UF/IFAS Extension Faculty Development Academy. Thirty-two Extension faculty completed the spring and fall sessions of the Academy. A mixed methods approach was utilized to gather survey data at the immediate completion of the Academy and qualitative, telephone interview data four to five months after completing the Academy. The faculty retrospectively perceived they increased their knowledge about design principles. They had an overwhelmingly positive attitude about learning design principles to better their communication efforts, but they decided not to fully adopt design principles in their work as other information and elements of learning their job took precedent

Leveraging Skype in the Classroom for Science Communication: A Streaming Science – Scientist Online Approach

A growing need exists to identify, implement, and research alternative methods to communicate with, educate, and engage youth about science, in order to increase science literacy and knowledge of future societal decision-makers. Electronic field trips (EFTs) are one channel of non-formal communication and education that have been introduced in agricultural and natural resources to reach youth audiences with science-based information in real-time. EFTs can be conducted in several different ways due to the proliferation of video production and web-streaming technologies. The following professional development article offers science communication professionals and scientists a detailed model and specific steps to develop and host an EFT via the Skype in the Classroom platform. The outlined model builds off of prior application and research from the Streaming Science online science communication platform and offers a secondary model for effective EFT implementation and research. The authors describe the establishment of an online science communication network, the development of the Streaming Science: Scientist Online format, content creation, the production team structure, and mobile production hardware and software. Scientist Online EFT program outcomes in terms of participation are noted, as well as student outcomes in the form of excerpts to demonstrate student engagement are shared

Search for dark matter produced in association with bottom or top quarks in √s = 13 TeV pp collisions with the ATLAS detector

A search for weakly interacting massive particle dark matter produced in association with bottom or top quarks is presented. Final states containing third-generation quarks and miss- ing transverse momentum are considered. The analysis uses 36.1 fb−1 of proton–proton collision data recorded by the ATLAS experiment at √s = 13 TeV in 2015 and 2016. No significant excess of events above the estimated backgrounds is observed. The results are in- terpreted in the framework of simplified models of spin-0 dark-matter mediators. For colour- neutral spin-0 mediators produced in association with top quarks and decaying into a pair of dark-matter particles, mediator masses below 50 GeV are excluded assuming a dark-matter candidate mass of 1 GeV and unitary couplings. For scalar and pseudoscalar mediators produced in association with bottom quarks, the search sets limits on the production cross- section of 300 times the predicted rate for mediators with masses between 10 and 50 GeV and assuming a dark-matter mass of 1 GeV and unitary coupling. Constraints on colour- charged scalar simplified models are also presented. Assuming a dark-matter particle mass of 35 GeV, mediator particles with mass below 1.1 TeV are excluded for couplings yielding a dark-matter relic density consistent with measurements