Presented by: Makeda Nurradin
Auburn University
Authored by: Makeda Nurradin | James Lindner
Auburn University | Auburn University

Food insecurity is a major challenge impacting the health and academic performance of college students, including graduate students. This study aims to evaluate the level of food insecurity among graduate students at Auburn University. A questionnaire was administered to collect data on the food purchasing habits, dietary habits, and perceived food security of graduate students. The questionnaire was based on the USDA's standard measure of food security. The results revealed that a significant portion of graduate students at Auburn University experience food insecurity, with over 50% reporting difficulty in affording sufficient food to meet their needs. Moreover, graduate students facing food insecurity are more likely to experience negative health outcomes such as skipping meals, being hungry but unable to eat, and reducing the variety of foods they consume. These findings have important implications for Auburn University and other universities. The results highlight the need for universities to acknowledge and address the issue of food insecurity among graduate students. This can be achieved through providing financial aid or food support programs such as food pantries or meal vouchers. This study provides valuable insights into the extent of food insecurity among graduate students at Auburn University and underscores the importance of addressing food insecurity among this population. Implementing policies and programs that support graduate students' food security can have a positive impact on their well-being and academic success, as well as contribute to the overall health and prosperity of the university community.

Presented by: Ryan Noack
Montana State University
Authored by: Ryan Noack
Montana State University

This study examined staff perspectives at Special K Ranch (SKR), a working residential ranch for adults with developmental disabilities (DD). SKR’s mission is “to nurture the... potential of people who have learning disabilities through respectful relationships [and] living in an interdependent community...”. The objectives of this research were to examine how staff members build knowledge, key concepts are perceived, and experience shifts their perspectives. This study captured perspectives of six vocational agricultural program advisors and their manager, for seven total SKR employees. Through a Self-Efficacy Theoretical framework, participants were observed and interviewed to explore program goals, agricultural impact, knowledge, trainings, relationships, and skillsets. These subjects represent population interests of DD caretakers and agricultural educators. This study has implications for formal and non-formal educators working with adults and youth. The most commonly observed staff traits were humor, encouragement, humility, teaching, and gratitude. DD development required three things: a safe (physically, socially, communally) learning environment, various practice opportunities for many skills and abilities, and consistent connection to purpose. Staff development required a mixed-methods approach including formal training and on-the-job development through specific work scenarios. Results revealed the timeframe required for growth with DD adults is highly variable, requiring an individualized approach. Thus, relationships succeed when both members are mutually challenging and encouraging one another. All findings resulted from an established foundation of values which set expectations for staff and standardize communication between staff and DD individuals. The findings are impactful to various agricultural educators who are likely to encounter youth, adolescent or adult DD learners throughout their tenure. This research suggests that agriculture offers work that is challenging yet approachable for DD adults. Agriculture as a significant component in successful growth for DD adults arises primarily from supportive mentorship.

Presented by: Carson Letot
Pennsylvania State University
Authored by: Carson Letot | Jessica Myschisin
Pennsylvania State University | Pennsylvania State University

The turfgrass industry is approaching a workforce crisis. The issue of an adequate workforce is compounded by the lack of diversity in the turfgrass sector as only 4.4% of the current US turfgrass workforce is made up of Black or African American individuals and only 2% are female. Youth focused programming and education interventions represent an opportunity for addressing concerns related to career awareness in the industry and workforce diversity. Given the benefits of Positive Youth Development (PYD) educational programs in agricultural settings like First Tee, collaboration for a pathway that equips youth from underrepresented backgrounds for career readiness in the turfgrass industry exists. A pilot study determining current levels of awareness and desire to enter the industry depending on gender and ethnic background was conducted to determine potential barriers. We surveyed inner-city youth from Philadelphia participating in First Tee summer programming (n=59) to address three objectives: (a) to identify turfgrass employment sentiments by participants, (b) to describe First Tee's role in impacting self-efficacy toward career success in the turfgrass industry, and (c) to identify participant perceptions towards golf courses as safe spaces for personal growth and development. Study participants expressed that golf courses were perceived as a safe space regardless of gender or ethnic diversity. Gender and ethnic populations differed slightly in perceptions towards desire to work in the industry. Female participants were most positive towards the relationships they were developing with their peers and coaches at the golf course. The study established foundations for expanded efforts that address diversity through collaboration with youth programs that take place in agricultural arenas like golf courses. Future work should be conducted to identify the reasons for differences in desire to enter the field based on ethnicity and capacity for agricultural education interventions to address barriers for entry into the turfgrass industry.

Presented by: Lauri M. Baker
University of Florida
Authored by: Ashley McLeod-Morin | Lauri M. Baker | Sandra Anderson | Ricky Telg
University of Florida | University of Florida | University of Florida | University of Florida

Students training to practice in medicine often participate in a fellowship program, where students receive specialized training in new skills and topic areas. These programs develop students to be future agents of change; so, can these programs pose the same benefits for students outside of medical training? Additionally, students need training in working within interdisciplinary contexts, which is extremely important for the success of agricultural and Extension scholars addressing complex problems. An interdisciplinary center designed a fellowship program to focus on Cooperative Extension and social science. The purpose of this study was to explore the innovative model to apply the concept of a fellowship program within the context of Cooperative Extension and social science. Specific objectives included: 1) describe the student demographics of the fellowship program; and 2) describe the overall process of the fellowship program. Seven students from two colleges and five academic departments were accepted into the fellowship program. The goal of the fellowship program was to create well-rounded scholars working in agricultural-related fields. Fellows participated in professional development sessions on a variety of topics. Fellows also worked together on a project related to agricultural health and safety where they collect data and design an intervention based on the data collected. Students who participated in the fellowship program received a funded public opinion panel that would be shared among the fellowship cohort worth $10,000 and a professional development stipend. Overall, the fellowship program proved to be effective in providing students with interdisciplinary opportunities to participate in research and Extension. This program could be replicated at other institutions; however, limitations in program implementation do exist with the main two being funding and time.

Presented by: Elizabeth Diehl
University of Florida
Authored by: Elizabeth Diehl
University of Florida

College students across the country are struggling with significant and increasing levels of stress and anxiety. The Healthy Minds Network (2021) reported that more than 60% of college students met the criteria for at least one mental health problem during the 2020-2021 academic year, up almost 50% from 2013 (Lipson et al., 2022). According to the National College Health Assessment (Spring, 2022), 75% of students reported moderate or severe psychological stress. Poor mental health is also a predictor of decreased academic success: 53% of students experiencing anxiety reported that it negatively impacted academic performance; 54% experiencing stress reported that it was an academic impediment; and almost 61% experiencing depression reported that it was an academic impediment (ACHA, 2022). Meanwhile, college counseling and wellness centers everywhere are overwhelmed; almost 90% of center directors reported an increase in the number of students seeking services in 2019 (AUCCCD, 2020). This crush leads to mounting pressure on counseling centers, longer wait times for students, and counselor burnout (Abrams, 2020; Biancolli, 2021). Nonetheless, colleges are uniquely positioned to provide resources and additional interventions to those in need. Envisioning student mental health as an expanded, more wholistic paradigm rather than one focused solely on the campus counseling center might open more pathways to wellness for more students. To that end, this session will describe the development and findings of a therapeutic horticulture (TH) program for students at the University of Florida struggling with stress, anxiety, and depression. In a recent research study, UF students who participated in a minimum of eight TH sessions reported a statistically significant decrease in stress and anxiety and a statistically significant increase in academic resilience. The study aims to provide data to aid in the understanding of the connection between interaction with plants and student mental health.