Impact of the College of Agriculture and Life Sciences Ambassador Program

1. Impact of the College of Agriculture and Life Sciences Ambassador Program Kodi D. Havins AED 615 Investigations and Studies in Applied Research Fall 2006

2. CALS AMBASSADOR PROGRAM Personal Background • Yuma, Arizona • B.S., Animal Sciences • Former CALS Ambassador • Current CALS Ambassador Co-Advisor

3. CALS AMBASSADOR PROGRAM CHAPTER ONE

4. CALS AMBASSADOR PROGRAM 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

5. CALS AMBASSADOR PROGRAM 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

6. CALS AMBASSADOR PROGRAM 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

7. CALS AMBASSADOR PROGRAM 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

8. CALS AMBASSADOR PROGRAM 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.

9. CALS AMBASSADOR PROGRAM 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.

10. CALS AMBASSADOR PROGRAM Objectives • To develop a demographic profile of former CALS Ambassadors. • To describe the experiences associated with being a CALS Ambassador. • To measure the participation in the National Agriculture Ambassador Conference. • To determine the overall value of the CALS Ambassador Program as perceived by CALS Ambassadors.

11. CALS AMBASSADOR PROGRAM 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.

12. CALS AMBASSADOR PROGRAM Assumptions • The CALS Ambassador program was executed as prescribed. • Program participants performed at least the basic required duties of a CALS Ambassador. • Participation in a National Agriculture Ambassador Conference is related to the general experiences and not the quality of the conference attended.

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

14. CALS AMBASSADOR PROGRAM Definitions of Terms • College of Agriculture and Life Sciences (CALS) • CALS Ambassador Program • National Agriculture Ambassador Conference

15. CALS AMBASSADOR PROGRAM CHAPTER TWO

16. CALS AMBASSADOR PROGRAM 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)

17. CALS AMBASSADOR PROGRAM Literature Review • Need for Student Organizations and Clubs • -Participation in student activities at the college level, as well as high school level, definitely related to overall leadership development • - (Brikenbolz & Schumcer, n.d.)

18. CALS AMBASSADOR PROGRAM Literature Review • Need for Student Organizations and Clubs • - “Communication skills of College of Agriculture students are enhanced through participation in student organizations and activities” • - (McKinley, Birkenholz, & Stewart, 1993)

19. CALS AMBASSADOR PROGRAM Literature Review • Need for Student Organizations and Clubs • - 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.

20. CALS AMBASSADOR PROGRAM 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)

21. CALS AMBASSADOR PROGRAM 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)

22. CALS AMBASSADOR PROGRAM 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)

23. CALS AMBASSADOR PROGRAM 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)

24. CALS AMBASSADOR PROGRAM 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.

25. CALS AMBASSADOR PROGRAM 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.

26. CALS AMBASSADOR PROGRAM CHAPTER THREE

27. CALS AMBASSADOR PROGRAM 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).

28. CALS AMBASSADOR PROGRAM 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.

29. CALS AMBASSADOR PROGRAM 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.

30. CALS AMBASSADOR PROGRAM 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.

31. CALS AMBASSADOR PROGRAM 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.

32. CALS AMBASSADOR PROGRAM 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

33. CALS AMBASSADOR PROGRAM 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.

34. CALS AMBASSADOR PROGRAM 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.

35. Thank you!!! Any questions?