Part of the Solution: Leveraging Partnerships to Educate Kansans in the Evolving World of Industrial Hemp    
Dana J Ladner, Braden Hoch, Jason Griffin    
Kansas Department of Agriculture    
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The 2014 and 2018 Farm Bills legalized the growing of industrial hemp in the United States and permits interstate commerce. As a new regulated commodity/specialty crop, Kansas agencies believe it is vital to provide science-based education statewide to growers, distributors and processors. The Kansas Department of Agriculture (KDA) teamed with K-State Research and Extension (KSRE) to reach stakeholders across the state and into neighboring states. In 19 months, 2,901 individuals attended KDA/KSRE education/outreach in-person meetings on industrial hemp at one of 25 locations across the state. Additional outreach to countless individuals across the region has been accomplished via newspaper and magazine articles combined with webinars, television and radio reports, webpages, social media outlets and individual consultations. To enhance knowledge on the growing of industrial hemp, the Agronomy Department and the Department of Horticulture and Natural Resources at Kansas State University have course presentations specifically focused on the crop. As the industrial hemp industry grows, it is vital that regulatory, extension and academic units work collaboratively to benefit the state. Not shying away from industrial hemp, Kansas has embraced it and provided information to stakeholders and students to help ensure its success.

Charismatic Ambassadors For The Farm    
Kimberly A Cash, James E. Wetzel        
Lincoln University    
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Urban populations are projected to outnumber rural populations by the year 2025. The majority of urban populations have little or no contact with agriculture, which creates a disconnect from the origin of our food. This increases fear of our food systems. In an attempt to reduce this fear, the use of small to medium sized animals, related either to animal production stocks or part of the production environment, are used to attract patrons to outreach displays. The use of chickens, embryology, aquatic and terrestrial invertebrates, miniature breeds, and baby animals of production species, can promote a willingness to learn about agriculture. Chickens with eye-catching patterns and behaviors, or exotic breeds, serve as stand-ins for production breeds. These chickens are familiar with handling, thereby, making them adapted to crowds and display many natural behaviors, which can be promoted with accompanying narration by the spokesperson. Invertebrates harvested from aquaculture ponds and plant plot edge areas are selected for visibility and interesting attributes related to their biology. Many patrons are initially disgusted by invertebrates, but following the spokespersons lead willingly learn about and touch them. This direct interaction between display animals and patrons is encouraged and engages the audience, providing experiential learning opportunities rather than minimal contact. These opportunities are instrumental in educating about agriculture and reducing consumer fear. In addition, collection, handling, and transport methods are key to training of spokespersons, which are often college students pursing degrees in agriculture. These students gain stronger public speaking skills, which increases future employment potential.

Agricultural Educators’ Perceptions of Early Intervention & Suicide Prevention of Farmers    
Jessie Comer, Dale Layfield        
Clemson    
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The consistent increase in stress factors of farmers is becoming a silent epidemic, with farm income as a leading factor. As of November 2018, net farm income was predicted to drop 12.1% from 2017. These factors contributed to a suicide rate among farmers that continually outpaced suicide rates of other occupations during 1992-2010. Agriculture teachers maintain a strong rapport and trust in rural communities that they serve. Yet, little is known if these opinion leaders are adequately trained to recognize stress factors and other indicators leading to negative impacts on farmers. The objectives of the study were to assess: 1) South Carolina agriculture teachers’ knowledge of stressors leading to depression/suicide, 2) knowledge of warning signs, and 3) their readiness to participate in training on this subject. The survey used in this study was based on a review of the literature related to farmer stress and suicide research. A total of 76 responses were secured from a population of 146 teachers using Qualtrics©. Agriculture teachers identified the top three stressors for farmers as unpredictable/bad weather, damage caused by rain, floods, drought, and concerns about the future of the farm. Availability of suicide prevention training in their schools was confirmed by 47% of the teachers; 84% responded they would participate in training related to farmer stress/suicide, if offered. Topics recommended for training included control of risk factors, identifying mental health issues, and developing support groups. Recommendations are that agricultural education state staff incorporate training facilitated by licensed mental health professionals.

A Mixed-Methods Study on Teaching Methods for Andragogy on Gene-Editing Technology    
Robert Thiel, Amanda Bowling, Joy Rumble    
Ohio State University    
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Feeding the ever-growing population by the year 2050 is continually at the epicenter of agriculture research, with gene-editing technologies being one possible solution. Consumers’ acceptance of gene-editing technologies stand as a major hurdle as opposition to gene-editing technologies can be accredited to the lack of knowledge by the adult consumer. The purpose of this mixed-method study was to describe which method of instruction between behaviorism and constructivism that consumers preferred when learning about gene-editing and determine which method resulted in the highest amount of knowledge gained. Participant data (n = 65) were collected from eight focus groups across the country through a multiple-choice knowledge gained scale and open-ended questions. Half of the participants received a behaviorism-test-constructivism-test and the other half received a constructivism-test-behaviorism-test. The qualitative results of teaching method preference indicated that the participants preferred the behaviorism style over constructivist style due to the clarity of materials, the efficiency of time, and individual work. A large portion of participants felt the exposure to both teaching methods gave them more knowledge, that the information was interesting, and that they wanted more information. The quantitative results indicated that the behaviorist teaching method scores appeared 16% higher than the constructivist style of teaching. The results also showed that having participants receive both teaching styles was not deemed significant for participants’ knowledge gained. 

Evaluating the Establishment of an Urban Farming Program Community Lacking Access to Fresh Produce    
Kathryn S Orvis, Theoneste Nzaranyimana        
Purdue University    
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Urban areas containing food deserts struggle to provide fresh produce to meet population needs. Gary, Indiana, designated as a food desert, was the target community where a partnership developed to support urban farmers grow fresh produce. This study seeks to increase opportunities for effective training, learning and networking in the context of urban agriculture. This is accomplished through local leadership, hosting networking events, developing and delivering an Urban Agriculture Certificate program, and creating a tool share program. A mixed methods approach measured baseline information, networking event impact, knowledge gain and behavior modification through the certificate program. Results from networking events indicated 100% of attendees: “received answers to my questions/concerns about urban farming today”, “know more about some of the community benefits of urban farming”, and “met others (at events) that I can continue to communicate with about urban farming in the future”; and 87.5% indicated they “know where to go to get technical assistance with their farm”. When asked if they learned any new urban agriculture concepts or methods, 100% of attendees said ‘yes’. From the formative evaluation, respondents were able to identify what they felt was going well with the project. Responses included ‘urban farming is being defined as it will benefit all residents’ and ‘helping community partners come together and start to learn who each other is, and learn from each other’. Educational aspects of the project are succeeding at improving the connections between community members of a growing urban agriculture community. 

Using an Internship Program to Build Career Interests: Implications for Student Recruitment    
Joseph L. Donaldson, Rebekah Dunstan, K.S.U. Jayaratne    
North Carolina State University    
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Agricultural colleges in the United States use various strategies to recruit prospective students for graduate study. Generally, students are aware of some of the well-known degree programs such as animal science and crop science. However, students are often not aware of the lesser-known degree programs such as Extension Education. This study describes how an internship program can be used to generate interest among prospective students for Extension Education graduate study. We conducted this survey research in summer 2019 with a group of 31 undergraduate and graduate student interns hired for a 10-week internship with NC State Extension. Interns worked in County Extension Centers under the supervision and guidance of Extension professionals. At the end of the internship program, interns were asked to complete a retrospective pre and posttest survey. Twenty-two students responded to the survey for a 71% response rate. We found that the respondents who were very or extremely interested in pursuing a career in Extension increased from 36% before the internship to 68% after the internship, and the respondents who were very or extremely interested in pursuing a graduate degree in Extension Education increased from 36% before the internship to 45% after the internship. The internship program increased students’ interest in Extension careers and in pursuing an Extension Education graduate degree. These findings are consistent with other studies that showed internships help students to understand career pathways, gather information, and make career decisions. 

Developing Agriculturalists Who Lead in Their Industry, Family, and Careers    
Joy Morgan, Daniel Radford, Blake Brown    
North Carolina State University    
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The North Carolina Agricultural Leadership Development Program is a two-year program designed to develop personal and civic leadership skills among North Carolina agriculturalists. Originally started in 1984 for tobacco farmers, this program changed to include all sectors of agriculture in 2005. Lacking an evaluation since the change, an evaluation was conducted to gain an understanding of the specific accomplishments in a participant’s personal and professional life that they attributed to the program. Four cohorts were surveyed and their feedback on open-ended questions was coded. This feedback was used to assist in measuring the program objectives and mission. The greatest professional accomplishments in order of reference included: job promotion, public speaking engagements, networking within the agricultural industry, serving on boards, making better business decisions, having crucial conversations, and advocating for agricultural issues. One participant mentioned “I was in the 40 under 40 for Greenhouse Production and featured in a Forbes article for women in Horticulture. The program assisted me in becoming a stronger manager and leader.” Personally, the greatest accomplishments noted an increased prioritization of their families, better communication skills, and devoted community membership. One alum stated “I am a better father and husband because of the program. I learned how I operate, how I fight, and how I argue, all of which impact others. The program saved my marriage.” Evaluations are a critical component of leadership programs as we strive to build leaders that not only lead in North Carolina agriculture but also lead in their families and careers.

Perceptions of South Carolina Agritourism Owners Regarding Student Labor    
Dale Layfield, Kayla Jackson, Preston Byrd    
Clemson    
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A 2013 study comparing agritourism to other farm entrepreneurial activities stated that agritourism “is more successful in increasing farm profits, creating jobs and conserving the natural and cultural heritage.” As owners of these venues often focus their activities on educating young visitors, there is a lack of research on engaging youth in experiential learning activities. The purpose of this study was to examine [State] agritourism farmer’s integration of students for farm labor. The objectives of this study were to: 1) Describe the demographic characteristics of participants in the study; 2) Describe the characteristics of [State] Agritourism venues; 3) Describe [State] Agritourism farmers’ use of youth labor in their operations, and 4) Describe educational efforts of [State] Agritourism venues. This study included 343 members of the [State] Agritourism Association (AA). A total of 82 AA members responded to a researcher-developed survey using Qualtrics with 26 of 68 (38%) members responded that they employ student labor (non-family) at their agritourism venue. Although only 26 respondents indicated they employ students, 40 SCAA members expressed they favor student labor since it offers a good first job and resume builder, and 33 expressed that they favor student labor for the educational value. Recommendations were that Clemson Cooperative Extension agribusiness specialists 1) provide in-service to AA members on best practices for engaging youth workers, and 2) consider training opportunities for youth in FFA and 4-H on how their unique skills could be used through internships at agritourism venues.
 

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CASNR Student Interest in Agriculture Study Abroad Subjects, Activities, and Financial Aid    
Jennifer Lopez, Robert L. Williams, Doug D. LaVergne    
Texas A&M-Commerce    
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One unique way to prepare students in higher education for an interconnected world is through study abroad. Students in agricultural sciences will become the future leaders in the fight against world hunger, environmental sustainability and changing food demands, so exposure to international experiences can become an essential first step. The purpose of this study was to assess a College of Agricultural Sciences and Natural Resources (CASNR) program’s undergraduate student interest in the subjects, activities, and the willingness to pay for an agriculture-based study abroad. An online questionnaire was utilized in order to collect data from a random sample of 201 undergraduate students in a CASNR program. Data were analyzed for 56 participants using appropriate statistical tests to determine the preferred subjects and activities for an agriculture-based study abroad, and what students would be willing to pay. Students indicated animal sciences and wildlife and conservation as the most appealing subjects for an agriculture-based study abroad. They indicated an interest in taking courses abroad for credit and participating in hands-on activities in their international experience. While cost was a barrier, students indicated that they would be willing to pay up to $1,999 if they received financial support. These results provide the first step in the development of an agriculture-related study abroad program for a 4-year university. Further action includes determining what resources and connections have been and should be made in order to develop a hands-on agriculture-related study abroad, as well what resources are available to help students fund their experience. 

The Value of International Experience Using a Third-Party Provider    
Emily Fuller, Madison Redding, Thomas Henderson
California State University
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The purpose of this innovative idea is to showcase the perceived benefits from recently completed international agricultural internships using a third-party provider. International rural internships in agriculture offered unique opportunities for recent participants which include; the exploration of traveling abroad, increasing global awareness, building connections with farming families, and enhancing professional competencies. Agriculture education is rooted in the expansion of knowledge through experiential learning. There is a need for students to gain global industry experience recognizing that agricultural markets are not confined to any one geographical area. As a result of the completed internships, participants realized that much of what they gained is transferable within their career trajectory as agricultural educators . Most post-secondary institutions offer formalized internship programs, providing students with valuable work experience. An international internship presents students with professional and personal challenges and offers new perspectives. These experiences can be achieved by utilizing the services of a third-party provider. The third-party provider used helped to remove perceived international travel barriers, assisted participants by finding placements based on specific agricultural interests, and offered a variety of countries to complete the experience in. The provider that was used by recent participants is well equipped to support students in all aspects of international travel. Participants’ experience was maximized through a full immersion of an agricultural operation where hands on learning and mentorship were provided throughout the duration of the 12-week program. These recently completed international internships could serve as a model for other institutions to utilize . 

Developing Agriculture Study Abroad Experiences in Italy    
Todd Winters, Joey Mehlhorn, Joseph Ostenson    
University of Tennessee at Martin    
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Today’s incoming college students, Generation Z, are dramatically different than any group seen in the past. They tend to be focused on meaningful experiences that help them grow as a person and feel like they are making a difference in the world. As a result, universities need to help foster opportunities for students to improve employable soft skills while meeting their personal goals. International immersion experiences can be instrumental in enhancing students’ soft skills and providing a well rounded college experience. In fall 2019, the University of Tennessee at Martin began planning an  agriculture study abroad program for fall 2020 to Siena, Italy. The goal is to provide quality experiences that would broaden students’ outlook culturally, academically, and professionally. Planning began with a small leadership team and required administrative and faculty buy-in. This presentation will reflect the steps for development as well as roadblocks that have been experienced in the planning phase. It is the hope that this information will help other programs seeking to provide international opportunities. Faculty reflections on the process have been positive but it has required some out of the box planning. Having open and clear communication among administration and other colleges has been critical. Developing a partnership with a foreign university was more complicated than expected and required flexibility and teamwork to accomplish. The student response has exceeded expectations with more than 30 signed up to participate. The initial networking with key players has allowed the program to move faster than expected. Keywords: Study Abroad, Italy, International Agriculture, Cultural Immersion.  

Students’ International Program Preferences for Destination, Cost, and Scholarships    
Wells W. Clark, Lisa S. Wood, Isabel M. Whitehead, Dale Bumpers
College of Agricultural, Food and Life Sciences  
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Study abroad experiences provide students with opportunities for personal and professional development. The objective of this study was to determine students’ most desired study abroad destinations, confidence in securing scholarships and service opportunities, and ability to pay for international programs (IP). Undergraduate students in large enrollment, required courses by majors, and orientation courses in the college were targeted for data collection, and all grade classifications were represented (n=311). An open response survey question was asked to allow students to identify their preferred IP destinations. Italy was listed as the most preferred country in which to study abroad (n=99), followed by New Zealand (n=73) and the Galapagos Islands (n=73). In 2018, students reported Italy as their most preferred IP destination, however, Australia and Spain were numbers two and three. Students reported “maybe” (n=153, 49.4%) when asked about confidence in their ability to find study abroad scholarships for which [they may be] eligible. Students also reported “yes” (n=228, 73.5%) when asked about confidence in their ability to complete a study abroad scholarship application. While some students reported they were able to contribute $1,000-$2,000 to their IP (n=81, 26%), many indicated they were unsure about how much they were actually able to contribute to their IP (n=96, 31.3%). Evaluating students’ preferred destinations, confidence in finding and completing scholarship applications, and the amount of money they have to allocate towards their program contributes to the scholarship of teaching and learning by offering IP faculty leaders with guidance and insight when developing their international program.

Agriculture and Climate Change: A Cross-Global Project-Based Undergraduate Curriculum    
Kulbhushan Grover, Emily Creegan, David DuBois    
New Mexico State University    
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Climate change research has established a rise in global temperatures and subsequent increased frequency and severity of weather events. Globally, agriculture is the base of self-sufficiency and is both contributing to and being impacted by climate change. Already vulnerable regions with high poverty rates and large populations are suffering the most. However, there is little research on climate change and agriculture, in addition to curriculum on climate variability and cross-global mitigation and resiliency strategies. Bangladesh is an extremely densely populated country where farmers are entirely dependent on natural resources, including rainfall, surface and groundwater. However, with impending climate impacts and a lack in education, university students need to be trained - with farmers - on regional climate change measures. The objective of this project is to develop curriculum that cultivates real-world climate change resiliency strategies, partnering developed and developing-economy University courses and students. This may be best facilitated by online course development. Both Bangladesh and the Southwest United States suffer from climate impacts and agriculture, and a lack of project-based education. An example curriculum strategy focus is on water resource management and resiliency in relation to salinity intrusion and drought effects. As a project officer for the Department of Environment, Bangladesh Ministry of Environment and Forestry, Climate Change Division, one of the authors, Dr. Khan has established relationships with both University of Dhaka and Jahangirnagar University, in Bangladesh. The presentation will include curriculum highlights about the assessment of soil, water, and air and atmospheric agricultural implications and hands-on project-based restoration strategies.

Experiential Career Cross-Training for Turfgrass Science Students    
Lori J. Unruh Snyder, Richard Cooper
North Carolina State University    
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Turfgrass Science is a unique area of study for undergraduate students with less than 25 land grant universities offering these programs. Opportunities for study abroad and peer-mentoring of Turfgrass Science students have been lacking within NCSU’s program. In Fall of 2018, students completed a five-day study abroad experience in the Dominican Republic, where they participated in seminars and workshops at the Corales Punta Esplada golf course and worked with a local Dominican college to make presentations to local high school students in an effort to improve their awareness of career opportunities in turfgrass management. A post-travel survey revealed that both the Dominican and NCSU students felt improved confidence in their technical training and their ability to communicate cross-culturally despite some language barriers. In spring of 2019, a two-day “Turfgrass Science Academy” program was offered to high school students interested in the NCSU, where they experienced workshops organized by the student leaders who went to the Dominican Republic. There were 14 participants (7 parents; 7 students: senior (3), junior (1) sophomore (2), and freshman (1)), who learned about turfgrass identification, field research and management techniques for golf courses. They responded to two questions asked on the Likert scale (1=so-so, 3=pretty good, and 5=fantastic) for their overall experience =4.92 and experience during the Turf alumni dinner = 4.64. All participants (N=14) responded they have a clear understanding of the Turfgrass Science Program and the educational opportunities at NC State. All participants responded they would recommend the program to their friends and schools.

Exploration of Agriculture Through a Short Term, High Impact Trip to Puerto Rico
Adriana Gudino
Thomas Henderson
California State University, Chico
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The purpose of this presentation is to showcase the benefits of immersing agriculture students in a short-term, high impact, service-learning trip to Puerto Rico. Literature on short-term, high impact experiences highlight the numerous benefits and opportunities students gain. Puerto Rico is a territory of the United States, thus removing many perceived travel barriers that many other international trips include. These barriers include required passports, currency exchange, and differing federal laws. Puerto Rico is often overlooked by institutions on the mainland of the U.S. as a destination for an authentic cultural immersion, production of exceptional agricultural commodities, unique challenges of import/export policy, and provides a different perspective on agriculture education.  The College of Agriculture at California State University, Chico developed a pilot trip to the island of Puerto Rico. Ten students representing all program areas within the College, along with one faculty participated on this trip. This experience was built on three guiding objectives: compare and contrast Puerto Rican agriculture production and policy to California; complete a service-learning component for a local FFA chapter impacted by the last hurricane; and evaluate the perceived attitudes of the government and its citizens towards agriculture where they import nearly 85% of what they consume. These objectives were informed by numerous learning opportunities that ranged from meeting with extension agents, local farmers, and a commercial meat processing facility. Students also toured the land-grant University and participated in native ecological experiences. This short-term, service-learning trip could serve as a model for other institutions to follow.  

Autonomy, Collaboration, and Personal Development through a Capstone in Leadership    
Summer R McLain, Jera Niewoehner-Green, Paige Andrews    
The Ohio State University    
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Capstone courses at Ohio State are culminating experiences which aim to integrate classroom learning with real world application. Within the Community Leadership Major and Leadership Studies Minor in the College of Food, Agricultural and Environmental Sciences, the Capstone in Leadership course focuses on the applying leadership theories, principles, concepts, and skills through a project aligned with a student’s academic or career interests. While the opportunity for autonomy is rare within many university majors, and even in the context of capstone courses, this course engages students in the critical analysis of a leadership issue within an organization or group. Students plan, conduct, reflect, and report on a self-directed leadership project with the support of the instructor and capstone cohort. Examples of student projects include designing professional development for 4-H educators, increasing agricultural literacy through facilitating farm tours, and partnering with local food banks to increase efficiency and improve services. This presentation will include an outline of the course design, student work outcomes, and practitioner reflections. Student feedback and reflection papers reveal major themes of learning through collaboration, relationship building, personal growth, and discovery of personal leadership styles. This uniquely designed capstone allows for students to apply knowledge gained within the degree program and practice leadership within their community. This experience is one they can build upon as they further develop as leaders in the agriculture and natural resource industry.

Building the Better Burger: Using Playdough to Teach Food Safety    
Dan Witten
Morningside College    
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Active participation can allow students to build experience and knowledge through hands-on learning. Working with this idea, a student-centered experience was created to improve learning within a US Foods and Food Policy course. This presentation will show how Policy students worked with secondary students to inform them about the importance of Good Management Practices (GMP) and quality control measures through the use of a food manufacturing activity. Students were asked to build their own burger using various art supplies including; playdough, construction paper, and markers. As groups worked to create their burger, a disease vector (washing machine detergent) was introduced through handshakes and interaction with the post secondary students. Once the burger was created, students had to market the product to a possible consumer. During the marketing portion of the activity, students were asked to discuss the precautions that went into the production of the product. A black light was used to highlight the disease introduced into their burgers. While reviewing post secondary student reflections and course evaluations, many felt the experience of interacting with the secondary students and activity in general added to their learning by showing them places where they can learn about the food borne illnesses found in the food supply and simple steps that can be taken to keep consumers safe when preparing food. Changes to the activity include; the use of different materials to serve as the “burger”, increasing the types of “vectors” used, and controlling the disease vector so it can be tracked.

STEM, Agriculture and the Black Male Experience    
Chantel Simpson            
North Carolina A&T State University    
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Diversity within fields of STEM and agriculture is a growing trend as the field seeks to increase the population to citizens with the ability to make well informed agricultural decisions and meet the needs of 21st century agricultural workforce. Unfortunately, African American males are a population that is both underrepresented in STEM and agriculture as well as in all programs of higher education. This research describes the perceptions and experiences of ten self-identified African American men pursuing STEM or agricultural degrees, their motivations for pursuing their degrees and the issues that they have faced while navigating their undergraduate degree programs. Utilizing theories of motivation, this research examined the roles of motivation on overcoming both real and perceived issues and provides recommendations for faculty and staff members to better support this population of students. Participants in this study described high intrinsic motivation and the desire to complete their degree programs in order to give back to their communities, but also expressed feeling as if their ethnic backgrounds forced them to have to prove their knowledge to instructors and peers in order to garner respect.

A Retrospective Pre-Post Survey to Analyze Perceived Learning in an Environmental Systems for Agricultural Structures Course    
Jonathan A Watson            
University of Florida    
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In 2019 instructors in the Agricultural Operations Management (AOM) program in the Department of Agricultural & Biological Engineering at the University of Florida developed a retrospective pre-post survey instrument to measure changes in perceived knowledge, skills and attitudes (KSA) for students enrolled in AOM4642: Environmental Systems for Agricultural Structures during the Fall 2019 semester. Thirty-two AOM students enrolled in the 16-week course completed the survey. Post course, students retroactively rated their perceived learning of KSA. Changes in pre- to post course assessment measures were compared using simple t-tests and mean scores, standard deviations, variance and statistical significance were reported. Constructs measuring KSA were created using collapsed variables and tested for internal consistency and scale reliability against a threshold reliability coefficient of 0.70. The specific objectives of this research study were to: 1) measure changes in students perceived knowledge, skills, and attitudes, 2) evaluate student sentiment toward course materials, activities and instructor effectiveness, and 3) solicit feedback from students on ways to improve the course. From results of the survey, students indicated significant increases in their perceived learning with respect to KSA. Students commented on the effectiveness of several instructional activities indicating those activities enhanced their experiences but did note some of the lecture materials needed to be shortened to help with information retention. Students generally felt their instructor was approachable and facilitated their learning although many recommended more lab activities and opportunities to practice problems applying concepts learned in class. From these findings, the instructor will design new hands-on lab activities, update lecture materials and notes, and implement live-polling and in-class formative assessments. 

The search for onion maintainer lines: An undergraduate genetics class group exercise.    
Chris Cramer            
New Mexico State University    
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In order to illustrate the concepts of allele frequency, probability, and the binomial expansion, a real-world example of obtaining onion maintainer lines from open-pollinated populations was created in the form of a group exercise for a junior-level, undergraduate heredity and population genetics course. For the exercise, students are provided background information about the genic-cytoplasmic male sterility system and growth lifecycle of onions. The importance of maintainer lines to hybrid cultivar development and seed production is explained. Students are asked to determine the probability of obtaining one plant that is a maintainer line out of five or ten plants selected from open-pollinated populations that vary in their ms allele frequency and/or N cytoplasm frequency. They are asked to explain the implications of each scenario in the ability to obtain a maintainer line. For extra credit, the request is flipped to how many plants need to be sampled in order to have a 95% probability of obtaining five plants that are maintainer lines without knowing ms allele and cytoplasm type frequency within the source population. This group exercise integrates multiple concepts taught throughout the semester even though the exercise is provided during the unit on population genetics. By working in groups, students learn from each other and collectively synthesize answers to the problem that would be difficult for some students to complete individually. This exercise uses higher order cognitive thinking in the form of deduction and analysis. The exercises with the associated answers will be provided.

‘Write your own problem’ exercise for an undergraduate genetics course    
Chris Cramer            
New Mexico State University    
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Genetics problems used on homework assignments and exams often assess a student’s ability to remember and utilize key concepts in their solution. Students often follow problem solution examples without understanding the solution methodology. As part of an undergraduate genetics course, an exercise was developed in which students synthesize their own problem complete with an answer when given certain parameters and guidelines. Students write a narrative to the problem giving background information and directions to the reader. They are encouraged to be creative in their narrative. Students also provide the answer to the problem. In writing their own problem, a student demonstrates their grasp/mastery of a specific genetic concept. Prior to the exercise, problem solving is demonstrated to students and students complete practice problems related to the particular concept. Students are then given practice with the exercise. They are asked to write a problem as part of an in class exercise. Students share their written problems to determine if they can be solved successfully. This practice helps students when they first experience a ‘write your own problem’ on a homework assignment or exam. This exercise has been quite effective in identifying gaps in student understanding of genetic concepts that may have been missed with prewritten problems. The exercise is graded based upon how well the problem followed the guidelines provided, how well the narrative provides enough information to and guides the reader to solve the problem, and to what extent the provided answer to the written problem is correct.

Using Escape Rooms to Reinforce Learning: Outcomes from an Experimental Design Study    
Megan Stein, Summer Odom        
University of Florida    
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Educators are consistently searching for innovative ways to engage students. However, how do students respond to new practices? The purpose of this study was to examine through experimental design the learning and student reactions to a class activity using escape rooms. Escape rooms were designed as exam reviews to reinforce student’s learning from a personal leadership course. To successfully complete the exam review and “escape,” students had to work together to solve a series of puzzles that directly correlated to content covered in class which could be expected on the upcoming exam. For the experiment, students were divided into two groups. All of the students participated in an escape room for the first exam review (n= 54). From there, group one (n = 27) participated in a traditional exam review (flash cards, additional student led material) for exam two and then an escape room for the final exam. The second group (n = 27) participated in an escape room for the second exam and a traditional exam review for the final exam. Twenty-six students were excluded because they were absent for the first exam review. Analysis of the data indicates that escape rooms do not have a negative effect on students. However, there are differences between those who were excluded from the study (did not participate in ER 1 and/or did not participate in either review or ER 2/3). Their scores were lower. For implementation, students scored better when a traditional review split up the escape rooms (ER, traditional, ER). 

Hatching Egg and Table Egg Case Studies in Project-Based Learning    
Nicole M Zukiwsky, Frank E. Robinson
University of Alberta    
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Two project-based assignments were presented to a fourth year applied poultry science class of 26 students. The objective of the projects was for students to learn about efficiencies in the poultry industry through exposure to poultry and real-world industry activities. Six laboratory sessions throughout the term served as the foundation for the projects where students participated in hands-on activities focusing on the process of egg incubation, chick hatching and table egg quality. For the first project, each student received 12 broiler hatching eggs from a local farm. Eggs varied in size and quality. Individual students followed the eggs throughout the incubation and hatching process. Students evaluated egg weight, egg colour, specific gravity and candled each egg prior to incubation. After incubation students assessed hatchability and chick quality. The second project was similar as each student received 12 table eggs from a local farm in which they performed various tests to assess the quality of each egg. Students measured egg weight, shell thickness, specific gravity, yolk colour, albumen height and Haugh score. Students were instructed to create an open-ended portfolio of their design to describe the characteristics and fate of each egg. Overall there was a high level of student engagement and participation during lab sessions. The hands-on labs presented students with knowledge that reinforced factual concepts learned through lectures. The students demonstrated a range of creativity and uniqueness through their individual portfolios. Based on feedback, students would benefit from being given more structure on portfolio guidelines and grading rubrics.

Learning and Leading: A Case Study on Implementing Active Learning Strategies in a Large Lecture Course    
James C Anderson            
University of Georgia    
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A common consideration in large lecture classes is how to keep students engaged throughout the semester and what instructional strategies can be used to encourage transference of knowledge from theory into praxis. The purpose of this case study is to present strategies for implementing active learning into lecture-based classes to substantively engage students in the content and better prepare them for utilizing concepts in real-world settings. Active learning allows students to take ownership of their learning as co-creators during the learning process. An introductory leadership course with a service learning component was redesigned to follow a learn-do-reflect model. Using an interactive and transparent learning approach, students in this course explored leadership models, roles of leaders and followers, concepts of effective leadership, and ethical issues that impact decision making. Next, they applied this knowledge while leading in various group and team scenarios, including the planning and implementation of a team-oriented service learning project. Finally, they tied it all together by reflecting on what they have learned, how well they were able to transfer this knowledge into useful tools in real situations, and what areas of development they will focus on moving forward. Since the redesign one year ago, student enrollment has increased with over 200 students representing a variety of majors across campus completing the course. In addition, more than 20 service projects and over 2,000 volunteer hours geared toward food security, animal welfare, youth education, environmental conservation, and community development have been completed in the local community.

Collaborative Syllabus Development: An Innovative Approach to Student Engagement    
Thomas H Paulsen            
Morningside College    
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Student empowerment has been shown to be integral to the learning process. When students feel empowered, they also feel more competent in their learning activities, find them more meaningful, and feel they have additional control in the learning process. Further, research shows that empowerment increases students’ personal initiation, persistence in task completion, and increases feelings of positive self-efficacy. One innovative way students can be empowered is through the collaborative development of a course syllabus. This presentation describes the collaborative process used to develop the Teaching Agricultural Laboratories course at [Institution]. Students actively engaged in collaboratively developing the course through an extended KWL activity (what students Know, Want to know, and what they Learned). Students were first asked to identify previous Experiences with agricultural labs, what they Knew or thought they Knew, Why it was important, what they Wanted to learn, Where they could learn it, and finally how we could Assess their learning to complete the EKWWAL process. Not surprisingly, the content, importance, and assessment ideas developed by the students aligned quite nicely with my initial course plans and the required Teacher Educations Standards previously identified for the course. Final course reflections supported enhanced engagement due to students’ perceived empowerment in the development of the course. Specifically, students reflected upon the new agricultural laboratories experiences provided through the course and 10-hour practicum experience, felt the assessment activities they completed were relevant, and demonstrated attainment of knowledge and skills needed to utilize laboratories successfully in agricultural education programs.

Stop and Think: Reflective Writing to Track Attendance in a Science Communication Class    
Austin Moore, Kelsi Opat, Erica Irlbeck    
Texas Tech University    
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The value of reflection is well documented in encouraging a learner to process and contextualize information. Reflection can be an afterthought, however, for large, in-person college classes where students quickly gather their effects and disperse when class ends. To address this, in-class reflective writing was used to track attendance in a large (N= 100) science communication class at [University]. Daily reflections required students to quietly ponder then hand-write a response to a lecture-related question or task related to an upcoming assignment. Responses were collected and used for both an attendance grade and as a touchstone for the instructor to identify any gaps in communication. At the semester’s two-thirds point, a reflection was assigned to offer feedback on this practice. Eighty students were in attendance that day and completed reflections. These responses were independently sorted by the instructor and a colleague into three groups: positive, neutral/mixed, and negative. Positive responses (n = 52, 65%) included statements such as “keeps my brain engaged,” and “tie[s] what we learned in today’s lesson with the real-world,” and “my opinion matters.” Neutral/mixed responses (n = 20, 25%) included comments heavily preferring those questions directly related to homework, while others found them to be “annoying. . .but appreciated.” The negative responses (n = 8, 10%) included objections to wasting paper as well as those who found the activity “tedious” or “just another thing we gotta do.” Overall, student response was positive and instructive for future improvement, while instructors found the practice helpful for monitoring student understanding. 

Annotated Bibliographies and Open Textbooks in Agriculture: A Case Study    
Colby Moorberg            
Kansas State University    
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Few open educational resources (OER) exist in agriculture. However, there are many extension publications, government reports, and similar resources available in agriculture that can be readily adopted as free reading materials for college agriculture courses. Annotated bibliographies can facilitate the use of such material by including direct links to the content, avoiding any copyright infringement, and providing context for each resource. The development of the open textbook, Soil and Water Conservation: An Annotated Bibliography will be presented. The goals of this project were to 1) create an open textbook in the form of an annotated bibliography, 2) increase student engagement, and 3) train students on how to critically evaluate credibility and usefulness of online resources. Development of the textbook and observations from incorporating student contributions to the textbook using an open pedagogy approach will be presented. Soil and Water Conservation: An Annotated Bibliography serves as a model for developing new OER in agriculture that can use existing publications while also engaging students through open pedagogy approach to textbook development.            

Food Talk Fridays: "Finding Food in Town" Challenge    
Robert L Williams            
Texas A&M-Commerce    
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Food Choices, Challenges, & Consequences is a university core signature course available to all students in the first year track. Lectures, discussions, and guest speakers are included in class activities for Mondays and Wednesdays. The objective of this presentation is to share one innovative teaching strategy that is used for class on Fridays. Food Talk Fridays is a rotation model used to divide the Friday class into 4-week units for more effective discussions on each aspect of the course name: choices, challenges, and consequences. The challenges unit is about finding food of various types and sources in the town where the university is located. Basic tools of qualitative research including interviews, observations, and collection of text/artifacts were used by each student to create an abstract and oral report on their assigned food type/source. A culminating event that requires all students in signature courses to present some aspect of what they learned during the semester through visual and oral communication is required. Students from each of the three groups rotating through the “Finding Food in Town” unit work together to develop a presentation that synthesizes the individual findings into a collective research poster presented at this event. The class has been one of the top choices for signature courses during the past three years with very favorable student evaluations. The “Finding Food in Town” presentations have been well received by others attending the event as well as the external reviewers who assess for visual and oral communication skills.

Say “Yes!” to the Stress! A Meaningful and Engaging Online Instructional Strategy    
Kimberly Bellah            
Murray State University    
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Balancing a full-time agricultural teaching career with being an engaged online graduate student oftentimes means one or the other role will suffer. Online coursework is often priced at a premium for convenience, but should not be shortchanged in terms of meaningful content. As such, creating content designed for immediate implementation in graduate students’ classes was the sole purpose of this study. The objective of this qualitative phenomenological study was to describe 13 graduate students’ participation in an online course challenging them to change the culture of their existing classroom. After recording a preflective video capturing thoughts about potential barriers, challenges, anticipated student reactions, teacher attitude, and opportunities, graduate students then selected, implemented, and reflected on four “Yes Projects”. Each project required visual data and reflection experiences. The final post-reflection video addressed changed attitudes and impactful experiences throughout the semester. Overwhelmingly, graduate students reported a changed culture in both their classrooms and flexibility with students. They reported initial reticence in departing from their “norm” and that this course provided opportunity to take some of the ideas and desires they wanted to implement but lacked the motivation to do so on their own. They also reported their students noticed a change in the environment and in their teacher regarding a shared community in the middle and high school agricultural classroom. Finally, graduate students appreciated being able to see immediate benefit from an online graduate course that resulted in meaningful professional development related to their graduate degree. 

Learning Bovine Reproductive Anatomy Using a Bovine Palpation and Cervix Simulator    
Katheryn Cerny            
Abraham Baldwin Agricultural College    
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The Physiology of Reproduction course at Abraham Baldwin Agricultural College discusses the principles of reproduction in farm animals and includes the use of abattoir specimens and diagrams to learn key reproductive structures in the female bovine. Simulation models can be an effective tool at providing experiential learning opportunities. The purpose of this study was to integrate a bovine palpation and cervix simulator into the current course curriculum. The female bovine reproductive anatomy curriculum occurred during a three-week period in spring 2020. Data was collected from students enrolled in the Physiology of Reproduction course and effectiveness of integrating the simulator was assessed using an optional survey at the end of the female bovine reproductive anatomy curriculum. Survey questions were formatted on a five-point Likert scale (1 = strongly agree, 5 = strongly disagree). Of the 23 students that elected to participate in the survey, 78.3% strongly agreed or agreed that the simulator helped them locate key reproductive structures and the cervix simulator clarified the differences in bovine cervical anatomy. Approximately, 82.6% strongly agreed or agreed that the simulator helped them better understand bovine reproductive anatomy and increased their interest in learning more about bovine reproduction. Overall, 87.3% of students strongly agreed or agreed that the simulators were useful learning tools and 91.3% of students indicated that they were better able to visualize bovine reproductive anatomy in 3D. In summary, the bovine palpation and cervix simulator is an effective teaching aid and increases student interest in the subject matter. 

Effective Strategies for Infusing Diversity, Equity and Inclusion into Laboratory Courses    
Betsy Garrison, Stephanie K. Hubert, Lobat Siahmakoun Bayyari    
University of Arkansas    
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Universities understand the importance of diversity, equity and inclusion (DEI), including cultural competence. Li (2013) acknowledged that study abroad is used to develop cultural awareness but is not possible for all students. The purpose of the presentation is to describe the strategies used to improve students’ DEI capabilities in two laboratory courses from different disciplines, Hospitality and Apparel. Pineapple Café, a hospitality course with a restaurant-type of setting, is the venue for completing the laboratory portion of a Culture and Cuisines of the World course. While developing service management and food preparation and delivery skills, students engage in the cultural study of foods from around the world. Presentations about the culture and cuisine, including geography, history, agriculture, spices, language, and the influences of other countries, are featured during the meal service. Through Pineapple Café, the students bring the world into their classroom for themselves and their diners. In the same academic unit, an apparel production laboratory course results in an exhibit and runway show that features aspects of the apparel industry including trend forecasting, designing, pattern development, sourcing, production, and display. During the trend forecasting and design portion, students develop both written and oral DEI-related impact statements about their final products. Topics have included cultural awareness, women’s rights, sexual abuse, body size, disabilities, gender neutrality,and mental health. During the production as well as the exhibit and runway show, students engage in natural conversations with fashion show attendees that develop deeper understanding of other’s cultures and individuality. 

Developing an Assessment Program for Safe Agricultural Equipment Operations with Students    
Mike Amstutz, Mark Schleppi, Kent McGuire    
Ohio State University ATI    
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Safe equipment operation is an integral part of technical education and is essential to many careers. However, anecdotal reports from instructors indicated a decline in student equipment-ready preparedness, highlighting serious safety concerns. The declining agricultural base and a move away from manual transmissions are likely contributing factors. To objectively evaluate student preparedness, 267 incoming and returning students completed an equipment operation self-evaluation survey. Students reporting limited experience could opt out of the subsequent assessment with the understanding this would require remedial equipment operations training. Students self-reporting sufficient operational skills were required to view a video describing the assessment test and basic safety essentials for tractor and skid loader operation. Facilitators ensured student familiarity with all equipment controls prior to assessment. Students were evaluated for their ability to safely operate a tractor with manual clutch (n= 98), skid loader (n= 91), and a tractor with attached two-wheeled implement (n= 78), through a pre-determined course designed to evaluate smooth starting, stopping, turning, backing and obstacle avoidance. Student success rates for the manual clutch, skid loader, and implement backing courses, were 88, 95 and 89% respectively. The high success rate indicates that students possess high self-awareness of their operational skills. Alarmingly however, a high percentage of students were not comfortable enough with equipment operation to even make an assessment attempt. Students reported lack of prior opportunity and strict parental oversight as reasons for not feeling confident enough to participate in assessment. Next steps include development of training programs for those lacking necessary experience.

Developing an Agriculture-based Living Learning Community for Academic Success    
Todd Winters, Anthony Delmond, Bethany Wolters    
University of Tennessee at Martin    
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"There is much documentation and research in regards to partnerships between academics and student life in Higher Education. One high impact learning practice that has seen growth results is a model of education that moves learning into the space where students reside. In the fall of 2016, Living Learning Communities (LLC) were established in one residence hall, Cooper Hall, on the University of Tennesse at Martin campus. The College of Agriculture and Applied Sciences LLC started out with 8 suites (roughly 60 students) in the fall of 2016 and expanded to 16 suites (roughly 112 students) for fall 2019. With this growth and facilitation of the living-learning program model, we have increased participation from faculty and staff within the College. This has created better relationships between students and faculty, and a correlation of better academic performance and student satisfaction. The development of a raised-bed garden has helped to create a point of pride and relaxation for students living in the residence hall and outdoor plant science class experiences. Study sessions being hosted in the LLC community rooms has led to better understanding of class content and performance in academics when it comes to the business side of Agriculture. Evidence strongly indicates that the involvement of faculty and staff is a key factor for the success of Living Learning Communities.
Keywords: High Impact Learning, Living Learning Communities"

Putting the Fun in Soil Fundamentals: The Gamification of Soil Science    
Michael Mashtare, Erica Lott, Charlotte Lee    
Purdue University    
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The use of games to increase student motivation and course engagement is becoming an increasingly popular technique in higher education. In 2016, we began using “soils” editions/versions of Jeopardy and Matching games in our discussion/recitation sections to aid in subject mastery and exam preparation. While these in class games have generally been well received, students have frequently requested additional gaming platforms that could be used outside of the classroom. Based on this feedback, a question pool for each exam and subject mastery modules (e.g., soil textures, monoliths, calculations, legal land descriptions), were populated and delivered using a commercial gaming platform. Surveys (n=194) using a Likert scale and short answers were used to assess how useful (in terms of learning) and enjoyable the gamified exam preparation was in comparison to traditional methods (e.g., posted practice exams on Blackboard, review sessions). Specifically, the surveys were used to assess if students used the gamified exam preparation by itself or in combination with more traditional methods, how it compared to traditional methods and in-class Jeopardy, if they utilized it individually or in group settings, barriers to using it, if they perceived that it helped their performance in the course, and well as other measures including student autonomy. We also tracked whether student interest in the online games changed over the course of the semester. The results of this study will be useful as we continue to adapt our introductory soil science and forest soils courses to further stimulate student motivation, engagement, and learning.

Pack Peers Make a Mentoring Difference    
Wendy Warner, Mary Kate Morgan, Joy E. Morgan    
North Carolina State University    
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Transitioning to college can be an intimidating experience for many first year and community college students. Challenges can present themselves in a variety of forms - academic, personal, or social - and can include obstacles such as how to study effectively, navigating campus, and meeting new people. Similar to other institutions, NC State University holds a large “Welcome Week” for students including a new student convocation, student involvement fair, college-specific meet and greets, and recreational activities. However, the size of the crowd at these large events often does not encourage personal relationship building and may leave students feeling lonely and overwhelmed. In an attempt to combat this isolation and aid students in their transition to NC State University, Pack Peers – Peer Mentor Program was started in 2018. All incoming first year students in agricultural education and agricultural science majors are paired with an upperclassman to help with those often difficult, first few weeks on campus. One hundred and twenty students entering the Department of Agricultural and Human Sciences have had the opportunity to participate in the program. Approximately 45 upperclassmen volunteered to serve as mentors, with about 15 students who have served as mentors for two years in a row. An estimated 60-70% of new students have utilized their Pack Peer and 20% of former freshman/transfer students who initially participated as mentees have returned to serve as a mentor. The department plans to continue offering the Pack Peers program in the future. 

Information Technology Literacy: Ranking Active Learning Strategies    
Susan L. Jones, Joy Morgan        
North Carolina State University    
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The ability to effectively use a computer in the workplace is now essential in agricultural careers. A computer applications and information technology course specific to NC State employed active learning strategies in the fall 2019 semester to support student learning. Active learning provides opportunities for students to talk and listen, read, write, and reflect as they approach course content through different activities that require students to apply what they are learning. This goal of this project was to 1) identify active learning strategies that work best to teach information technology 2) identify how active learning strategies impact learning; and 3) improve active learning strategies for future implementation in the course. During the last week of class, students in AEE 226 were asked to voluntarily rank ten strategies used from one to ten, with one being the strategy they felt they learned the most from and ten being the strategy they felt they learned the least from. Qualtrics was utilized to rank the results and identify the top strategies. Top rankings included “Dividing Class by Major,” “Developing Career Specific Scenarios,” and “Technology Integration,” with “Group Teaching,” and “Puzzles” earning the lowest rank. An observation from the final rankings is students enjoyed active learning when in a smaller group, rather than when asked to speak in front of the class. Information technology is continuously improving and emerging. Active learning strategies used to teach these skills should continue to be innovated to provide students active learning environments beyond a lecture format.

Use of A Food Processing Facility to Improve Food Safety Internal Auditing Skills of Undergraduate Students    
Ravi Jadeja, Conner McDanial        
Oklahoma State University    
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The goal of this study is to improve food safety internal auditing skills of undergraduate students to comply with regulatory and third-party audit program requirements. Two of the major challenges associated with training limited-experienced participants on auditing skills are to familiarize them with auditing criteria and prepare them to execute audits in a high-paced food production environment effectively. A 3 credit hours course, Quality Control II, was developed and offered three times by the instructors to teach undergraduate students internal audit skills (2016 to 2019 with 15 to 27 students in each class). The first class was taught using traditional lecture methods, and the rest of the two classes were taught using a USDA meat processing facility located at the Robert M. Kerr Food & Ag Products Center, Oklahoma State University, as a model facility. A total of 6 quizzes (10 points each) and four midterms (100 points each) were used in each course to gauge students’ understanding of food safety regulatory/third party audit requirements and auditing techniques. It was observed that when students utilized a processing facility to learn about internal audit concepts, their quizzes and midterm scores increased by 23.5% and 18.3%, respectively.  The use of a model processing facility could improve the internal audit skills of undergraduate students.  

A Complete On-Campus Food System: From the Classroom Farm to the University Pantry    
Ivette Guzman, Srijana Dura, Meg Long    
New Mexico State University    
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Curriculum that links textbook concepts to real-world food production introducing students to food sovereignty is invaluable to the next generation of farmers, agricultural workers, and food systems researchers. We will need to feed 9.8 billion people worldwide by 2050, while the average US farmers’ age is 58.3 years indicating an alarming need to encourage young farmers. In addition, food systems will need innovative ways to address the problems of hunger and poverty in communities. The objective of this experiential curriculum was to take textbook sustainable organic concepts from the classroom and simulate the food production process from soil to seed to harvest to market and finally to consumer. Undergraduate and graduate students in the New Mexico State University (NMSU) Vegetable Crop Management course, Hort 485, learned to seed, manage, harvest, and pack USDA certified organic produce at the NMSU Student Research and Education Gardens. Food safety modernization act guidelines and sustainable practices, like composting organic farm waste, were emphasized. In collaboration with the Aggie Cupboard, a donation-based food pantry for NMSU students, staff and faculty, the organic vegetables were delivered to the pantry at no cost twice per week during the fall. A total of 1,200 pounds of USDA certified organic produce was delivered by the horticulture students. Weekly connections were made between the horticulture students and the pantry customers. Food sovereignty in food systems is a critical lesson to learn in order to face future challenge to feed the world, from local to global communities.

Understanding Readability for All    
Shelly Sitton, Tori Lock, Dwayne Cartmell    
Oklahoma State University    
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If you’ve ever picked up a magazine and needed a dictionary to understand a story, chances are you were struggling with an advanced readability level. Good publications know their audience and generate readable content. Originally targeted toward alumni and students, the Cowboy Journal was first published in 1998 by [University] agricultural communications seniors. This study reviewed the readability by volume of the Cowboy Journal from fall 2008 to spring 2018. Articles for this study were selected from the 20 issues of the Cowboy Journal from 2008 to 2018, resulting in the examination of 364 articles. Entire articles, excluding titles, photo captions, infographics, and bylines, were used as units of analysis for this study. To analyze readability, articles were opened in Microsoft Word and measured using the Flesch Reading Ease test and Flesch-Kincaid Grade Level test built into the software. The articles had an average Flesch Reading Ease score of 50.8 and an average reading educational level of 10.76. Of note, the reading level was consistent across all magazine issues. These levels indicate the researched articles are “difficult” to “fairly difficult” to read; the reader would need at least a 10th- to 11th-grade reading level to understand the writing. For a target audience of college alumni, this level is acceptable; however, the articles may prove too challenging to prospective students or friends of the university who do not possess a four-year degree . The authors will discuss the importance of readability when developing assignments, handouts, and materials for varying audiences.

Knowledge Type and Qualities: A Conceptual Model to Aid in Teaching Agricultural Content    
Bradley D Borges, Christopher M. Estepp        
University of Arkansas  
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Effective teachers must consider many factors when preparing lessons such as, learner background and appropriate teaching methods. Another important consideration is the nature of the content, or knowledge to be obtained. Knowledge can be categorized and into four types, including situational, conceptual, procedural, and strategic. Within each type, knowledge is classified along a quality spectrum according to level (surface/deep), structure (isolated knowledge/structure knowledge), automation (declarative/complied), modality (verbal/pictorial) and generality (general/domain specific). The purpose of this study was to create a conceptual model combining knowledge qualities and types with Bloom’s Taxonomy to provide instructors with a tool to help organize content and teaching methods. By combining what we know about the nature of knowledge and the content with Bloom’s, agricultural educators can write effective learning objectives. For example, in a small engines course, a unit might require students to troubleshoot engines. According to Bloom’s, this learning objective falls in the cognitive level of evaluation. However, examining requisite knowledge types and qualities, we find that students must use situational knowledge to identify the task and procedural knowledge to evaluate the processes needed to complete the task. Conceptual knowledge is required to identify the parts and tools needed to complete the task, and finally, strategic knowledge is used to combine all other types of knowledge into a strategy to complete the project. Additionally, the complexity of each task will determine the knowledge qualities used by the learner. By understanding the nature of knowledge, instructors can better plan, teach and assess learners.

NMSU Composting Club: Teaching through Hands-On Experience    
Angie Swanson, Gaurav Jha, Nicole Pietrasiak    
New Mexico State University    
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At [U] take-away containers are Styrofoam, recycling services are minimal, and options to reduce waste are few. In 2017 a PhD student in the Plant and Environmental Sciences department started a compost club, collecting organics from the faculty lounge area, and club members tracked the weight of the organics going into an on-campus compost. In May 2019 we began tracking the weight of organics (food-prep scraps) put into a second compost pile from a student-run restaurant on campus. The costs of this project are very low: grants funded the construction of the composting structures, students donate time to keep the project going, and upkeep is minimal. Students learn about composting by maintaining the compost and getting direct, hands-on experience, and some students enthusiastically bring organic waste from home. In the Fall 2019 semester (August to early December) the club diverted approximately 767 lbs of organic waste from the landfill. Compost presentations were incorporated into curriculum in the Intro to Horticulture, Intro to Soils, and Climate Change for a Changing World courses. In the Spring 2020 semester, we incorporated composting principles and practices into our Intro to Soils lab with the objective of demonstrating carbon cycles and microbial decomposition. We have demonstrated how a small, student-led composting effort can make a big impact, both in reducing wastes on campus as well as providing experiential learning opportunities in our Plant, Soil, and Environmental Science classes. Lab exercise instructions, learning objectives, and student feedback will be shared in our presentation.

What? So What? Now What? of Audience Analysis: Practical Application of Kolb’s Theory of Experiential Learning in Agricultural Communications    
Shannon Norris, Jean Parrella, Carrie Baker    
Texas A&M University    
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One of the biggest challenges communicators face is mastering audience analysis. Evaluating demographic, psychographic, and sociographic tendencies are vital to preparing a message. Appealing to these characteristics require teaching students to develop thorough audience personas. We used Kolb’s theory of experiential learning—concrete experience, reflective observation, abstract conceptualization, and active experimentation—to teach audience analysis in an introduction to agricultural communication and journalism course at Texas A&M University. First, we asked students to identify a target audience to prepare a message related to food, fiber, or natural resources. Students then developed an audience persona highlighting key descriptors of possible backgrounds, behaviors, and motivations. To engage reflective observation, students shared personas with classmates who asked their partners “So What?” and “Why?” questions. If students described socioeconomic status in their personas, “So What?” questions could help students think critically about how messages should be tailored to address an audience’s financial situation (i.e., individuals might not be able to afford products, could be impacted by food deserts, may experience a lack of transportation, etc.). Next, students answered “Now What?” questions to make abstract conceptualizations about how their messages should be delivered. In the previous example, if students’ target audiences lived in lower socioeconomic areas, we encouraged students to consider which modes of communication could best reach individuals with limited resources. Finally, we encouraged students to use active experimentation to develop messages for target audiences. Students who analyzed audiences using Kolb’s theory expressed they felt prepared to craft tailored messages for specific groups.

Mini soil health sessions for high school students during summer agricultural programs    
Amy S. Collick, Rose A. Ogutu, Lurline E. Marsh    
University of Maryland Eastern Shor    
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Kindergarten – 12 outreach activities are an important part of the expanding soil health research and education programs at 1890 universities. An assessment of the educational impact of these outreach activities was conducted for each session at the University of Maryland Eastern Shore (UMES) and Delaware State University (DSU). One to two day sessions on the fundamentals of soil health and basic soil analyses were provided for a total of 50 high school students in 2018 and 2019. The students’ soil health knowledge was assessed at the beginning of the sessions (pre-assessment) and then again at the end (post-assessment) using nine and fifteen multiple choice questions in 2018 and 2019, respectively. Eight of the nine questions from the 2018 assessment were the basis of the 2019 assessment and seven questions were added for a total of 15 questions. The pre-assessments indicate a relatively poor knowledge of soil health, averaging 61.1% in 2018 and 64.9% and 58.5% at UMES and DSU, respectively, in 2019. Mean scores increased slightly to 61.8% in 2018 and 67.0 and 64.7% at UMES and DSU, respectively, in 2019 after the sessions, thus 4.0% was the highest increase (DSU, 2019). By examining the assessment questions we found that those questions answered correctly by > 50% of the participants increased from the pre-assessment (60.7%) to the post-assessment (73.3%), which indicates particular gains in participant knowledge. It appears the short and varied sessions on soil health offered multiple learning opportunities; however, substantial knowledge gain requires a longer, more focused process. 

A Historical Review of the Curriculum for Agricultural Science Education (CASE)    
Andrew Hauser, Rebekah Epps     
University of Kentucky    
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Over the last decade agricultural education classrooms have changed the presentation of curriculum. The Curriculum for Agricultural Science Education (CASE) has focused on implementing scientific literacy in agricultural education classrooms since 2009. CASE continually addresses the need to increase scientific literacy and the lack of a national agricultural education curriculum. CASE is modeled after the Project Lead the Way curriculum created to integrate science, technology, engineering, and mathematics in secondary schools (Adelson & Blais, 1998). The purpose of this study is to synthesize the research behind the creation and implementation of CASE curriculum. This review examines the events, individuals, and developmental steps taken over time to implement CASE into high school classrooms. The study was conducted utilizing information from primary and secondary sources and supplemented by interviews with individuals involved with the creation of CASE. Authenticity was ensured by utilizing government reports, first-hand accounts, and articles cited in literature. Results show continual growth in the number of students and teachers involved with CASE and development and integration of a successful curriculum. As of the 2019-2020 school year, CASE is present in 46 states and the Virgin Islands and 2, 335 teachers hold CASE certifications (CASE, 2019). There are ten CASE courses within four pathways, providing unique opportunities to cater to student interests and contribute to student success (CASE, 2019). Additionally, CASE has fostered relationships with technology companies to access materials for experiential labs. This review synthesizes the research behind the creation and implementation of the CASE curriculum.

Academic Continuity Planning through E-Learning: Advice from Colleagues    
Catherine DiBenedetto, Michael Vassalos, Anne Marie Rogers    
Clemson University    
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Widely speaking academic institutions are being urged to consider learning environment preferences, student success tools, technology experiences, technology use in the classroom and accessibility regarding E-Learning (online modalities). During the 2019 fall semester [University] evaluated the implementation of a campus-wide academic continuity plan through E-Learning for emergency preparedness. E-Learning day was planned to evaluate core capabilities of public information/warning, community resilience, long-term vulnerability reduction, risk and disaster resilience assessment and economic recovery. [University] defines academic continuity as a continuation of academic services through eLearning in the event all or parts of instructional site locations become closed and/or unavailable. Campus-wide announcements through social media and email communication and training sessions were conveyed to faculty to make them aware of the plan. A university-wide survey was administered to evaluate the effectiveness of the plan. The majority of faculty (77.5%, n = 165) included E-learning day in their syllabus and 19.34% (n = 41) of faculty utilized training. Creating materials to use online was noted as most difficult to prepare for the day by 18% of the respondents. Less than half (46%) of the faculty agreed that E-Learning is a viable alternative to face-to-face instruction. Faculty indicated the University needed improved communication about the purpose of the academic continuity plan. The timing of the plan was a major concern. Some thought they had been given too short notice at an inopportune time of the semester. Most students (93%, n = 4855) indicated they received communication from their instructor prior to E-learning day. 

Cross-Curricular Project Impacts on Student Learning    
Dan Witten, Rich Crow, Thomas Paulsen    
Morningside College    
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Research shows that through cooperation, collaboration, and communication in small groups, students are able to achieve higher levels of thinking and retain information for longer periods of time. This presentation will demonstrate how students from two introductory courses, crop science and animal science, collaborated to solve real-world problems through the development of an agricultural enterprise plan. As part of this project, students also collaborated with outside professionals, mentors, and students from other classes on campus. Students were encouraged to use niche and non-traditional marketing techniques as part of the project. The culmination of the project included local professionals critiquing each group’s plan. Students were asked to identify their level of knowledge of 14 different crop and livestock enterprises on a pre- and posttest questionnaire using a 5-point Likert-type scale. A paired-samples t-test was conducted to compare differences between pre- and posttest mean scores for each enterprise. Positive, statistically significant differences were found for 13 of the 14 enterprises. To wrap up the activity, students participated in individual exit interviews where they reflected on their experience. Responses included: “A project like nothing I have ever done before” and “It will not only help me now but in the future”. Concerns from faculty and students with this approach included; uninterested students; lack of group cohesiveness, and partial work completion. To increase student interest in the future, we recommend increasing the number of individual interactions with other majors on campus and introducing different circumstances or project parameters.

Developing extension capabilities to promote the improvement of soft skills for Animal Science students    
Abner A Rodriguez, Luis C. Solorzano        
University of Puerto Rico 
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There is a need to enhance soft skills such as communication, decision-making and problem solving, self-management, teamwork, professional experiences, and leadership among the undergraduate student population. Extension experiences are needed for their academic development as well. The objective of this project was to develop extension capabilities to promote the improvement of these soft skills for Animal Science students using small ruminants as models. Three teams composed of pairs of undergraduate students surveyed four small ruminant producers each regarding their research needs. Producers were located in 7 agricultural regions and 11 municipalities of the island. The survey was divided among seven topics areas: nutrition, health, reproduction, genetics, management, edible products, and others, with the opportunity to recommend three research projects per area. Team 1 collected 28 producer recommendations, Team 2 collected 29, and Team 3 collected 16. The most recommended research areas by the producers were nutrition (24%), health (21%) and reproduction (17%). Based on the producer’s recommendations, students submitted written reports about their sheep or goat farms visits and developed a research protocol that was carried-out under the mentoring of Faculty. In summary, the development of extension capabilities using small ruminant as models improves the academic, research, and extension experiences of undergraduate students, as well as promoting their improvement of soft skills.

Mental Effort Required for Laboratory Activities in a Principles of Electricity Unit    
Don M Johnson, M. A. Wise        
University of Arkansas    
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Students (N = 24) in a junior-level university agricultural electricity course completed the Subjective Mental Effort Questionnaire (SMEQ) after each of three laboratory activities in a principles of electricity unit. The SMEQ measures perceived mental effort on a 0 to 150 scale, where 0 represents “Not at all hard to do” and 150 is an unanchored value beyond “Tremendously hard to do” (scaled at 115). We also asked students for written suggestions on what future students should do to better prepare for each lab activity. The first lab activity involved using digital multimeters (DMMs) to measure voltage, amperage, and resistance in AC and DC circuits. The mean SMEQ score was 54.1 (SD = 15.2), indicating “some to a reasonable amount” of mental effort was required. The second lab activity involved use of Ohm’s Law and Kirchoff’s Laws to analyze series, parallel, and combination DC resistive circuits. The mean SMEQ score for this activity was 85.5 (SD = 22.6), indicating “a lot of mental effort” was required. The final activity involved analyzing an AC circuit containing both resistive and inductive loads to solve for impedance, inductive reactance, phase angle and power factor. The mean SMEQ score for this activity was 73.3 (SD = 16.9), indicating a “fair amount” of mental effort was required. Based on mean SMEQ scores, the lab activities in this unit were judged to be at an appropriate level of difficulty. Student suggestions for future students included completing assigned readings, studying their notes, and writing out relevant formulas.

Unlimited Quizzes: Enhance Learning in College Agriculture Science Courses    
Michelle S Burrows, Tyson J. Sorensen        
Utah State University  
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Students enrolled in Agriculture, Food and Natural Resource (AFNR) courses often arrive at college with limited study skills appropriate for higher education. Research shows several intentional strategies can help improve students’ knowledge retention. Distributing practice materials and frequent assessment have been shown to increase long-term retention of knowledge (Roediger & Pyc, 2012). Furthermore, interleaving has shown to be effective in long-term knowledge retention (Kang, 2016; Roediger & Pyc, 2012). Kumar (2015) recommended frequent quizzes to help students prepare for exams. In light of the research on student study habits and success in college, there is disagreement as to the effects of online quizzes as a study tool for undergraduate students (Bell, Simone & Whitefield, 2015). Therefore, our research objective was to examine the effects of unlimited quizzes within an AFNR course (n = 59) by determining relationships between unlimited quiz attempts and success on course exams. Each student’s number of quiz attempts and exam scores were recorded and OLS regression was used to identify relationships between number of quiz attempts and exam grades. The results of this research indicate there is a positive relationship between number of quiz attempts and exam score (p < .05). Additionally, more than 80% of students indicated unlimited quiz attempts led to being better prepared for exams, and 78% felt unlimited quiz attempts reduced exam anxiety. Results of this study indicate the positive benefit of utilizing unlimited quiz attempts as a study tool, and has implications for teachers of AFNR courses regarding planning and teaching. 

Social Network Analysis: An Innovative Approach to Determining Student Collaboration in a Cross-Curricular Project    
Thomas H Paulsen, Daniel Witten, Richard Crow    
Morningside College    
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Social Network Analysis (SNA) provides an innovative approach for determining powerful insights into relationships between individuals in a population. Specifically, SNA allows researchers to analyze these relationships statistically and visually through modeling. Since SNA is a research tool that can be used to identify the effectiveness of specific teaching strategies and student activities that foster student collaboration, we sought to measure the impact of a collaborative student-learning activity built across two separate courses in the Morningside College agriculture curriculum. Students from introductory animal science and crop production courses were grouped and asked to develop a business proposal for integrating two unique enterprises on a partnering farm. Students from an upper level agricultural course served as project mentors. After a farm visit to determine potential resources, groups randomly drew a livestock and crop enterprise and were given ten weeks to develop their business plan. We measured collaboration before and after the project with a simple instrument that asked students to identify peers with whom they had collaborated in each of the partnering courses. The overall density of the network increased from 0.230 to 0.315 (36.8%), the number of ties increased from 378 to 517 (36.8%), and the average degree of centrality increased from 0.441 to 0.47 (3.6%); while the geodesic distance decreased from 2.031 to 1.824 (10.2%) and the number of cliques decreased from 156 to 59 (62.18%)—all indicators of improved network strength. End-of-course student reflections supported the positive impact this cross-curricular project had on student collaboration, and more importantly, student learning. 

A Snowball’s Chance in Facebook: Reaching an Agricultural Audience in Survey Research    
Austin Moore, Erica Irlbeck, Courtney Meyers    
Texas Tech University    
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Newsletters remain a common tool for agricultural and commodity groups to communicate with their constituency. However, due to an ever-expanding communications landscape, there is some question as to the effectiveness of this communication tool. Through the efforts of a 2019 study, the researchers may have gained some insight into this question. The study required the recruitment of rural land owners and managers. Initial efforts to research this target population began on August 25, 2019. Researchers contacted individuals with commodity groups, livestock associations, local conservation chapters, and county extension agents asking them to distribute a research invitation to their members/clients. Many affirmatively responded and offered to place a notice within their newsletters. After 8 weeks, 50 responses were recorded. Seeking to push the research ahead, the team then decided to publish a Facebook post on October 11, 2019 requesting readers to share the study with individuals who fit the profile. This social media snowball sampling technique was immediately effective. Within two weeks, an additional 148 responses were recorded. The difference in these recruitment rates was roughly 7/week for newsletter as opposed to 74/week for social media. While not conclusive, this result suggests a need for further study into the effectiveness and persuasiveness of newsletters as a communication tool within agricultural communities of practice. 

Student Perceptions of the Veterinary Profession Post High-Impact Practice    
Clint Ary, Emily Lewis, Jason Roberts    
University of Tennessee at Martin    
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Today many students start considering a college major prior to high school. This early focus on career choice is driving universities to rethink recruitment strategies and to develop high-impact opportunities which quickly engage students in their desired field of study. This is important so students can be more prepared for the competitive veterinary school application process and later for the job market. Students planning to apply for pre-veterinary programs are looking for an edge and universities are looking to meet the demand. The use of intensive academic summer programs can be an effective way to connect students with their chosen career path and your university. A four-week, on-campus agriculture program was developed at the University of Tennessee at Martin for sophomore and junior students. The majority plan to study veterinary medicine as a career. A survey was conducted to evaluate student perceptions of key attributes of the veterinary profession. Results were compared to perceptions of current practicing veterinarians and college seniors completing the veterinary school application process. Key components of the survey include analyzing student perceptions of a veterinary career and the admission process, such as college GPA and the importance of soft skills. Student results were mixed due to the diverse previous exposure to the veterinary profession. Findings suggest a need exists for additional educational opportunities for young students planning to pursue a veterinary medical career. Results from veterinary practitioners revealed many would have preferred additional training in soft skills, debt management, and practice management before entering the profession.

Randomizing multiple choice answers does not impact exam performance    
Carrie L Pickworth            
North Carolina State University
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Many times questions or answers are randomized on multiple choice exam questions to reduce student academic misconduct in classrooms with limited space. The objective of this study was to determine if order of multiple choice answer options impacts student performance on exams. Data were collected from two courses at differing academic levels (102 and 402) in which exams (4 or 2 exams, respectively) were administered where the answers to the multiple choice questions were randomized creating two test forms (A and B) over the course of two years. Exam forms were randomly assigned to students at each exam. Impact of question rotation was assessed related to total exam score, score on multiple choice questions, and time taken on the exams (402 only). Data were analyzed using Proc Mixed in SAS. Significance was determined at P<0.05. The randomization of the multiple choice question answers did not impact student performance on any of the exams for either academic level. Total exam scores and percentage earned on multiple choice where not different (P>0.05) for exam form nor any interactions with year or exam number. However, the time taken to complete the exam was impacted (P<0.01) by the form of the exam. Students with the A form took an average of 6 min longer to complete their exams than students with the B form of the exam. In summary, randomizing answer options on multiple choice exams does not impact student performance on exams. 

Analysis of Canvas Screen Time and Student Grade Outcome    
Sandy Mehlhorn, John Cole, Isaac Lepcha    
University of Tennessee at Martin    
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In today’s technological environment, are students more or less likely to take advantage of online materials provided by their professor? A study was conducted to observe any correlation between student course grade, exam scores, and the amount of time a student spends logged into Canvas, the course management software used by UT Martin, to access class resources such as notes, lecture slides, and course video. The total amount of time spent on Canvas was collected each week for each student two consecutive semesters for several agricultural courses, including in-person and online courses (n=85). Students averaged approximately half the time on Canvas as the instructor. There were definite increases in time spent just before significant events such as exams or projects. Overall, students who spent more time on Canvas during and after midterms appeared to score higher overall grades, although there appeared to be no statistical correlation. There were also insignificant differences in time spent by online students versus on-campus students. Studies such as these can be useful in examining student study habits and regularity within an online interface and how it impacts their overall course performance. 

The Role of Student Interests in Creating Effective Learning Experiences in Soil Science    
Elena A. Mikhailova, Christopher Post, Caitlin Littlejohn    
Clemson University    
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Interest in a subject matter can be a powerful driving force in motivating students to be successful learners. Identifying, cultivating, and sustaining subject interest is particularly challenging in introductory classes because of their large size. Soil science is often a required subject for various disciplines. Harnessing students’ interests is important to creating effective learning experiences in soil science education, especially at the introductory level. The objective of this study was to use “interest theory” to enhance the learning outcomes from an introductory soil science course. The study was conducted over a two-year period (2018-2019) with a total of 118 undergraduate students from various fields (forestry, wildlife biology, environmental science, etc.) filled out a questionnaire (with 100% response rate) at the beginning of the introductory soil science course to identify their pre-existing interests in soil science, which were used to design various learning experiences (e.g., in-class demonstrations, games etc.) tailored to their majors and interests. Detailed student’s comment revealed a wide range of interest types: a required course (8%), prior-experience (18%), personal interest (29%), utility value (15%), specific interest (26%), and no interest (4%). Interest types covered four phases of interest development (with no interest, 4%): triggered situational interest (65%), maintained situational interest (21%), emerging individual interest (9%), and well-developed individual interest (1%). Course evaluations and other metrics were used for assessing the students’ interests in soil science. Empirical studies like this provide a unique insight on how to enhance course content with students’ interests using various pedagogical innovations.

A Comparison of Face-to-face and Online Students’ Visual Reflections in a Research Methods Course    
Bradley D Borges, Catherine W. Shoulders, Donald M. Johnson    
University of Arkansas    
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Guided reflection is used by educators to assist students in learning and managing stress. The purpose of this study was to explore online and face-to-face (FTF) graduate students’ perceptions of their own academic and coping experiences throughout a Research Methods course. Specifically, how do online versus FTF students perceive their engagement with course content as a piece in their holistic lives? Twenty-four online students and 18 FTF students enrolled in the Fall 2018 Research Methods in the Social Sciences course submitted weekly visual reflections that portrayed their relationship with the class, along with a written justification for the image. Five weeks dispersed through the 16-week semester were selected for analysis. Data were analyzed using the constant comparative method. Online and FTF students’ visual reflections were further analyzed to discover differences and similarities through the weeks. Within the five weeks analyzed (Weeks 1, 4, 8, 12, and 16), online students displayed, chronologically, a high need for time management, multiple tasks to be managed outside the course, a need for balance, relief of the upcoming break and end of the semester, and focus on the final “hurdle.” Within the same weeks, FTF students displayed confidence in their ability to succeed, awareness of connections between content and themselves, a growing level of comfort with the content, keep chugging along, and a high level of course satisfaction. FTF and online students can have different experiences in the same course. By examining these experiences, professors can better prepare their teaching methods to match students’ needs. 

Information-Seeking Behavior and Effective Learning: Adapting Strategies for the iGeneration    
Rebekah Oliver, Dan Cernusca        
North Dakota State University    
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Information-seeking behaviors are critical for effective learning, but difficult to measure and manage, especially within the iGeneration now populating the college classroom. This study investigated learning behaviors of students in an undergraduate genetics course, the process and development of in-class peer interaction, and entry-to-exit changes in self-reported learning behaviors. Desired peer interaction was discussed and demonstrated in a 50-minute intervention conducted by experts during a week-three class period. Learning behaviors were measured with an adapted survey instrument administered on the first and last day of class. Entry-to-exit behavior changes were analyzed using a t-test (constructs identified with factor analysis) and Kruskal-Wallis analysis (individual questions). Behaviors changed significantly after the intervention: factor analysis showed lower use of traditional and digital sources of information. No significant change was observed for the learning strategies constructs, including course topic perceptions and learning preferences. However, within the learning-preferences construct, exit responses indicated significantly-lower multi-tasking frequency, and greater (but non-significant) teaching of and learning from peers. Within the information-sources constructs, significantly-lower exit responses were reported for use of Wikipedia, library databases/catalog, the textbook, the instructor, and two or more peers. No significance was found for use of search engines. Changes for consultation with one peer and class materials were not statistically significant, although the mean for use of class materials increased. These results underline the complexity of interaction between learning behaviors and use of information sources. Other variables measured in the study suggest that our intervention may shift student behaviors toward more effective approaches to learning.

Confidence in Online Teaching and Quality Matters: A Self-Efficacy Survey of Ag Faculty    
Jamie Loizzo, J.C. Bunch, Shelli Rampold    
University of Florida 
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More than six million U.S. students take at least one distance education course each year (Babson, 2017). To keep up with the growing demand for distance education, many university faculty and instructors have migrated their instructional practices from face-to-face approaches to online interactive multimedia methods (McQuiggan, 2012). In an effort to create a distance education culture of quality, Florida’s 2025 Strategic Goals for Online Education requires distance collegiate courses undergo an approved review process that includes meeting the Quality Matters (QM) instructional design standards to demonstrate rigorous online course development (Board of Governors, 2015). Past research indicates college teachers have varying levels of online teaching self-efficacy, including high to low levels of confidence using web-based tools for fostering knowledge growth (Horvitz et al., 2014). However, there is little research regarding their self-efficacy in implementing QM standards to achieve excellence in online instruction. An online survey questionnaire was distributed to University of Florida College of Agricultural and Life Sciences faculty and instructors to gauge their self-efficacy in QM and four areas of online teaching, i.e., student engagement, instructional strategies, classroom management, and use of computers. Useable responses were collected from 50 participants. Descriptive analyses revealed respondents were overall moderately self-efficacious in QM. Regarding the other areas of online teaching, respondents had the greatest self-efficacy in computer use and instructional strategies; respondents were less self-efficacious in areas of online classroom management and student engagement. In this session, presenters will discuss the online teaching and QM self-efficacy constructs, highlight results, and make recommendations.

Making Informed Curriculum Decisions Using Data as a Guide    
Clint Ary, Jason Roberts, Joey Mehlhorn    
University of Tennesee at Martin  
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As the cost of a college education continues to increase, parents and students want to make the most of their college major choice. They desire the greatest chance of success after degree completion. Universities are looking for ways to better equip students for post-graduation employment. This is especially critical for programs with a licensing or accreditation component to ensure that students can meet the requirements for licensure upon graduation. Today’s university culture of assessment and making data driven decisions has resulted in programs moving beyond anecdotal data for making curriculum decisions. Data analysis has long been part of the accreditation model, but it is a powerful tool to help programs improve the quality and effectiveness of programs and increase student success. The University of Tennessee at Martin has been tracking student data on several key aspects of its veterinary technician program to measure the likelihood of student success on passing the Veterinary Technician National Exam (VTNE). A baseline was developed in 2018 which has allowed for measurement of key success metrics of current and future student success. The data has allowed faculty to change course sequences, laboratory experiences, and preparatory training materials. Results indicate performance in specific courses is significant in student pass rates on the national exam upon graduation. The student pass rate on the VTNE has improved as a result of program modifications that better align with student success data. These findings can be shared with future students to help provide effective strategies for success. 

Integrating Experiential Learning Model in a Crop Production Course    
Kulbhushan Grover, Shelly Stovall        
New Mexico State University    
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Research shows that students are better able to effectively apply principles when instruction is combined with experiential learning. A semester long project based on Kolb’s model was introduced in a crop production course along with several assessment strategies to evaluate its effectiveness. The project incorporated all the four components of the experiential learning model: i) Concrete Experience, ii) Reflective Observation, iii) Abstract Conceptualization, and iv) Active Experimentation. The students worked in pairs and managed 13 different cover crops and 6 vegetable crops and recorded their observations through the semester, and submitted a final project report. During the project, students recorded crop growth and soil quality parameters, reflected on their observations of their own crop plots as well as those of others, and synthesized concepts. Students also documented issues they faced, how they addressed those issues, what decisions they made in their efforts to grow the best possible crop, and what they would do differently if they grew the same crop again. Multiple assessment tools were introduced to evaluate effectiveness of the project in enhancing the student learning including a self- and direct-assessment of conceptual knowledge, direct assessment of application of conceptual knowledge and direct assessment of synthesis. The results showed that the experiential learning project improved the conceptual knowledge of the students along with their ability to synthesize and apply the concepts.

An Analysis of Pre-Service Agricultural Educators’ Self-Efficacy with Exceptional Learners    
Kimberly A Bellah, Sara Edwards        
Murray State University    
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Upon reviewing the literature, a serious deficit was identified within preparation programs for pre-service agricultural educators. Specifically, this problem area lies in pre-service educators’ self-efficacy working with individuals with disabilities in their classrooms and beyond. This study sought to describe the perceived self-efficacy levels of pre-service agricultural educators in their ability to work with individuals with disabilities in the total program of agricultural education, as well as to identify areas of opportunity within pre-service preparation programs with regard to differentiation abilities. A voluntary 22-question survey instrument was administered via email to pre-service agricultural education students enrolled at [Name] State University during the Spring 2019 semester. Participants responded to each question using a Likert-type scale from one (not at all confident) to six (completely confident). The pre-assessment yielded responses from 6 participants (n=6) for a 100% response rate. From this sample, 66.7% (n=4) were male. Overall, females expressed a higher initial mean efficacy score of 4.93. Students were then invited to participate in an experiential learning-based intervention, which served as an early field experience opportunity to work with exceptional learners. Following the intervention, an identical post-assessment was administered with one additional question asking participants to describe any specific experiences working with exceptional students. Higher self-efficacy scores were reported in the post-assessment, but the sample was significantly smaller (n=2). Several recommendations came forth from this study, specifically suggesting that current pre-service preparation programs need to place more emphasis on training with exceptional learners during early field experiences. 

Evaluating Horticultural Pedagogical Content Knowledge in Pre-Service Agricultural Education Students    
Kathryn S Orvis, Sarah LaRose, B. Allen Talbert    
Purdue University    
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Agricultural Education (AgEd) undergraduate students often leave university programs with limited knowledge of specific Agricultural content that they are then expected to teach following graduation. Subject matter expertise and pedagogical content knowledge are two significant factors in an educator’s ability to successfully impact their students’ learning. To address this in the area of Horticulture, a ‘Greenhouse and Landscape Fundamentals for Educators’ course was developed for an AgEd program. This course was designed using constructivist learning theory to support pedagogical content knowledge needs of students for content not addressed in other areas of their program. Basics of landscape design, plant propagation, and greenhouse management are covered in one semester where students participate in content delivery, hands on lab activities, reflection, and peer to peer teaching. To determine where strengths and weaknesses are in the content and to provide an overview of student perceptions of their teaching abilities, a pre and post survey was developed and administered to 20 students. The survey measured background content knowledge in plant propagation and included the STEBI B instrument that measured teaching efficacy beliefs. This research provides insights as to how students perceive their pedagogical content knowledge of a plant propagation unit, in an effort to best support preservice teacher preparation. Additional items examined included where students struggle with processing and teaching the content and evaluating change in attitudes toward science, such as self-efficacy. Students leave the course with an improved understanding of the content, and improved confidence in their ability to teach horticultural content.

Team Effectiveness of Students in Complementary Groups with Balanced Personality Types    
Lori J. Unruh Snyder, Rachel Edwards        
North Carolina State University    
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The objective of this study was to create a class assignment with a balance of student personalities to create effective teamwork success. The population of students for this study was conducted within a two-level professional development class with undergraduate students in a variety of concentrations and academic standings. The students were arranged in "balanced" groups to test whether this would result in a positive group experience with a group project. The DiSC personality assessment was given to the students and a criteria determined the "authoritative" students and "passive" students who would be paired together with two or three other "random" students who are not fully authoritative or passive. The hypothesis was that the authoritative person would step up to be the group liaison and that the experimental group formation would lead to higher scores in the peer-evaluation and increase overall student satisfaction with teamwork. Overall, the design of this study was to determine that a group project or assignment plays a vital role in the teamwork efficiency of a group. When comparing the four control groups with the four experimental groups, it was obvious that the control group had lower average scores on their peer-evaluation forms. However, it is shown that when all four groups percentage is average together, the control groups have an average of 90% while the experimental group has an average of 95%. This supports the hypothesis that students who are organized into complementary or balanced groups will have more overall satisfaction with the group project. 
 

Student Learning from Online Documentaries: A Pre- and Post-Course Assessment.    
Jose A Lopez            
Texas A&M University-Commerce    
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The objective of this study was to assess student learning in a junior-level course on trends and issues related to agriculture and the food industry using online documentaries. The course requires students purchase, rent, or view from a subscription-video-streaming-service website of their choice selective documentaries, but most documentaries are available at Hulu, Netflix, Amazon Prime, IMDb, or YouTube. The survey was conducted in the fall 2019 semester using Qualtrics XM Platform™. Of the total 40 undergraduate students enrolled in course, 31 students participated in the pre-semester survey, 26 in the post-semester survey, and 24 in both surveys. Most students were juniors (58%), followed by seniors (29%), sophomores (10%), and freshman (3%). Pre- and post-course student perceptions and information on media-sensitive topics covered in the course (chemical use in agriculture, GMOs, CAFOs, hormones in food, biotech crops, greenhouse gas emission, safety standards, industrial farming, organic farming, non-GMO advertised food products, and hormone-free food products) were collected and analyzed. Our results indicated the student perceptions on the topics (as negative, neutral, or positive) were not statistically different pre- and post-semester, but students feeling more informed on each topic was consistently statistically significant for all the topics at the 0.05 level. In addition, 77% of the students felt the course helped them develop a more positive opinion of agriculture; 81% felt the course helped them realize media is more negatively biased than they thought; and 100% felt they were now more familiar with issues faced by the food and/or agriculture industry.

Alumni Perspectives on the Transferability of Skills Learned in an Agricultural Farm Management and Operations Capstone Course    
Scott Smalley, Skyler P. Rinker, Mark S. Hainline    
Iowa State University    
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The agricultural industry and workforce is continuously experiencing challenges and changes as practices, production, technology, and education evolve. With these changes, the need to ensure that stakeholders of agriculture are equipped with the necessary skills and knowledge is critical. The [University] capstone course is a student-managed farming operating allowing students to gain hands-on experiences relating to farm management and operations. Using the framework from Finch and Crunkilton’s (1999) systems program model and qualitative case study methodology, interviews were conducted with alumni. The interviews helped to understand the alumni’s perspectives regarding the transferability of skills learned in the course and application to the agricultural workforce. Through a series of one-on-one telephone interviews, 10 alumni shared their perspectives regarding the transferability of skills from the course. A common theme relating to the value of the course produced two sub-themes associated with (1) the value of the curriculum and (2) experiential learning experiences. It was concluded that learning experiences and acquisition of skills learned in the course are being applied by graduates who are involved in the agricultural industry both technically and professionally. An adaption of Finch and Crunkilton’s (1999) systems program model was designed that highlights the specific elements of the course. It is recommended capstone courses are designed with the intent of preparing students to enter the workforce regardless of the industry. Furthermore, post-secondary faculty who coordinate these courses should periodically collaborate with alumni who are involved in the specific field to improve the relevancy of the curriculum.

Examining Agricultural Students’ Experiences and Skills in an Agricultural Capstone Course    
Scott Smalley, Skyler P. Rinker, Mark S. Hainline    
Iowa State University    
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Students who enter the agricultural workforce are expected to possess specific knowledge and skills as defined by agricultural industry employers. As agriculture changes over time, so do the skills required by agricultural employers. [University] course is a student-managed farming operation capstone course for students, focused around farm management and operation. Using the framework of Roberts and Ball’s (2009) context-based model for teaching agriculture, a survey of students was conducted during two semesters regarding their competence and confidence of certain technical and professional skills expected by agricultural industry employers. Students rated their competence of technical skills before and after completion of the capstone course and rated their confidence of professional skills after completion. Technical skills receiving the highest change in mean before and after completing the course were grain management (Δ = 0.83), commodity production knowledge (Δ = 0.74), farm management (Δ = 0.72), project management (Δ = 0.65), and understanding of commodity markets (Δ = 0.62). Professional skills with the highest means included students considering themselves to be trainable (M = 4.77, SD = 0.65) and respectful (M = 4.76, SD = 0.68). It was concluded the capstone course is improving student competence of technical skills and on average, students somewhat agreed they were confident regarding professional skills needed for the workplace. It is recommended this study be replicated for more in-depth analysis and a longitudinal study regarding how skills learned in the capstone course are being applied in the workforce be utilized as a way to further this research.
 

Students' Evaluations of Yellowdig, A Social Learning Platform    
Kelsi Opat, TaylorAnn Washburn, Erica Irlbeck    
Texas Tech University    
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Keeping students engaged, as well as creating a sense of community, can prove challenging in online courses. Yellowdig, a social learning/discussion board platform, formatted similarly to common social media platforms, promises to enhance engagement and increase student satisfaction with courses. The researchers incorporated Yellowdig into a semester-long online professional development course with 22 students (N = 22). Students were required to participate in discussions at least once a week and perform certain tasks – a combination of creating original pins (posts), commenting on pins, receiving comments on their pins, obtaining upvotes (likes) on pins from classmates, and receiving special recognition from the instructor – to earn credit. An online survey was used at the conclusion of the course to gather student feedback on Yellowdig. Answers from each student were analyzed for positive or negative sentiment by two researchers. After coding independently, the researchers compared answers. They were found to have 100% agreement. Students reviews about using Yellowdig were mixed with 13 (57%) and 10 (43%) negative. Student feedback indicated that more instructor-led discussions and structured topic categories would make for a more meaningful learning experience. This presentation will discuss feedback from students who were required to use Yellowdig. The researchers will also present ideas for effectively using Yellowdig in future online courses using the data.