Using Course (or Unit) Objectives to Determine Student Perceived Competency in Agricultural Mechanics (3:00-3:15pm)
John Ewing
The Pennsylvania State University

Secondary agriculture teachers are expected to have the knowledge, skills, and dispositions to teach agricultural mechanics in their high school programs. Agricultural mechanics has been noted as an area of low competence by teacher candidates when compared to other agriculture content areas. Agricultural mechanics is an extremely diverse content area with multiple skills required in each area; such as those examined in this study. The purpose of this study was to determine knowledge gain in six units (safety, small gas engine, concrete, electrical, welding, and land surveying) of instruction in an agricultural mechanics course and to see the gain scores are consistent over time. A total of 37 students who completed the course responded to 32 questions across six units both before and after each unit was taught. The results indicated a significant increase in all five units with the exception of the safety unit. The highest gain in scores was evident for concrete, electricity, welding, and land surveying. A modest increase was evident for small gas engines. Overall, the course was effective in increasing agricultural mechanics knowledge. The reason for the low gain in safety is perhaps due to constant emphasis on safety in other agriculture-related classes. Therefore, a review of safety content should be undertaken. For further research, we recommend a follow-up study with the students who have now become agriculture teachers to determine how they are applying the content in their classes. Such a study will help us revise the content and improve the overall course. Additional content areas (i.e. animal science, horticulture, wildlife) should be examined in a similar manner to determine teacher candidate growth. This work should be done in collaboration across academic units to help teacher candidates, as well as other students in those content courses.

Preparing the Next Generation of Academics Through a Graduate Level Teaching Course (3:15-3:30pm)
Jacquelyn Jacobs
Michigan State University

In a typical Animal Science graduate program, students experience the rigors of research but lack professional training in teaching or educational pedagogy. Expectations of scholarship in teaching for new faculty positions are increasing, yet many graduate students feel unprepared to fulfill the role. To address this division, the Department of Animal Science at Michigan State University developed a graduate level discussion-based teaching course aimed to provide students with the opportunity to develop and teach a lesson plan, reflect on personal diversity, equity, and inclusion statements, and write a teaching philosophy that accurately depicts the student's preferred pedagogical strategies. A survey was provided to students after they completed the course to assess their confidence of instructional pedagogy, appreciation for lesson plan design, and acknowledgement of skills required for successful advancement in academia. The survey had a 91.67% response rate (n=11/12). Students indicated a confidence in knowledge of backward design, designing and assessment of a lesson, and writing a teaching philosophy. After course completion, the majority of participants (72.73%) reported that lesson development requires the greatest degree of effort, while most agreed that grading assessments and student interactions within the classroom requires the least amount of effort (63.63%). Components related to empathy (28.57%), student engagement with lesson material (85.71%), and passion for education (42.86%) were identified as strengths aiding in educational pedagogy. Participants also reported that nerves or discomfort with public speaking (57.14%), designing assessments that align with content and learning outcomes (28.57%), and allotment of class time for student engagement (28.57%) were barriers to their confidence and success in post-secondary education. Educational pedagogy courses may promote further appreciation for scholarly teaching methods and prepare graduate students for academic careers. Future offerings of this course will implement pre and post surveys to assess the degree of improvement in knowledge and scholarship skills.

Is There a Need? Investigating Secondary Agricultural Education Teachers'  Perceptions About the Development of Educational Resources Designed to  Improve their Ability to Teach Decision-Making Skills (3:30-3:45pm)
Holli Leggette
Texas A&M University

Employers across agriculture recognize decision-making skills as critical to students' success in industry careers. Therefore, it is important that agricultural education teachers prepare students with such skills and have access to educational resources to help them. The purpose of our study was to identify agricultural education teachers' perceived needs and interests regarding the development of educational resources designed to help them teach students decision-making skills and to determine if their teaching style influenced their interest. We surveyed 151 secondary agricultural education teachers in the U.S., most of whom identified as white females between the ages of 20 and 39 who had been teaching agriculture for less than 10 years. Respondents represented 35 states. We found that 41.72% (n = 63) of teachers believed there is definitely a need for the development of educational resources, and 33.77% (n = 51) believed there is probably a need. In addition, 52.98% (n = 80) of teachers were extremely interested in receiving educational resources, and 41.72% (n = 63) were very interested. Using a chi-square test, we examined the association between teachers' teaching style (i.e., facilitator, formal authority, personal model, expert, delegator) and their level of interest in receiving educational resources. Results were statistically significant (X2 = 24.80, p = .016, Cramer's V = .23), indicating a moderate association. We also examined the association between teachers' perceived needs regarding the development of educational resources and their interest in receiving them. Results were statistically significant (X2 = 65.45, p < .000, Cramer's V = .38), also indicating a moderate association. These results provide novel insight for teacher-scholars and curriculum developers who create and design educational resources. There is a substantial need and great interest among secondary agricultural education teachers nationwide to receive these types of resources, few of which exist and are widely accessible.

Towards a Culturally Proficient Classroom: Lessons Learned from an Undergraduate Course (3:45-4:00pm)
Rafael Landaverde
The Ohio State University

Societies demand culturally proficient agricultural professionals. That is, individuals with the ability to understand and serve everyone but with a particular interest in underrepresented minorities. Higher education programs in agriculture are still devising effective methods to ensure an education that builds on and disseminates cultural proficiency. This study evaluated undergraduate students' learning process in a cultural proficiency course. Twenty-eight students enrolled in a fifteen-week cultural proficiency requirement course participated in several qualitative and quantitative data collections, including weekly opening reflections, journals, and the Diversity Awareness Profile (DAP) instrument. Researchers analyzed the weekly opening reflections and journals by implementing open coding. For the DAP, students completed it on their first (pretest) and last (posttest) day of classes to evidence changes on their diversity profile. This research project suggests that students were progressively increasing their understanding of individuals' cultural identities and experiences of underrepresented minorities. Students expressed how beneficial it was to break down unconscious prejudices through the course activities and became more comfortable engaging in privilege-related conversations. Students deconstructed the concept of privilege to understand how it prevents more equitable and inclusive societies. According to the DAP's results, 75% of the students changed their diversity profile within the Diversity Awareness Spectrum. Cultural proficiency requires a life-long learning process. However, this study shows how a cultural proficiency course benefits students' cultural development. Further research is needed to better understand what course components were most helpful in learning about cultural proficiency.