Presented by: Mark Gagnon
Pennsylvania State University
Authored by: Mark Gagnon
Pennsylvania State University

Entrepreneurship and innovation are critical topics in agriculture due to pressing needs to improve food, fiber yield and quality while regenerating natural ecosystems. Investment in startups that apply the latest technologies in food, agriculture and natural resources exceeded $30 billion in 2022 and the call for new talent continues to be robust. Preparing students to meet this call by being better entrepreneurs and innovators is central to our agriculture entrepreneurship education efforts. Objectives addressed during this presentation include: 1) identification best practices will be provided from teaching undergraduate agriculture entrepreneurship and 2) discussion on seven themes emerging from teaching entrepreneurship over a decade that include addressing challenges, understanding context, connecting expertise with need, providing the basics, new organization, mindfulness and living with ambiguity as each course progresses. Teaching entrepreneurship in agriculture is both rewarding and challenging. Seeing students successfully navigate ambiguity and structure a new organization from one of several plausible paths is one example of reward while witnessing students fail to seriously consider and apply themselves to course content represents a significant challenge. Agriculture educators and session attendees will be provided with a candid inside view of the entrepreneurial classroom and be provided with a list of resources to help develop their own entrepreneurial pedagogical approach.

Presented by: Elizabeth Karcher
Purdue University
Authored by: Elizabeth Karcher | Brianna Wardwell | Ashley York | Stacy Zuelly | Scott Radcliffe | Dale Forsyth | Kara Stewart | Erica Lott
Purdue University | Purdue University | Purdue University | Purdue University | Purdue University | Purdue University | Purdue University | Purdue University

From 2017 to 2020, the Program (Re)Design model was adapted in an Animal Science department to evaluate and revise the undergraduate curriculum. The adapted theory-driven framework guided the curricular redesign and the new learner-centered curriculum was implemented in Fall 2021. After implementing the new curriculum, the next step was to design an assessment plan that would evaluate the established learning outcomes. This presentation will focus on development of the assessment plan, including design and implementation challenges within a department of over 700 undergraduate students. A curriculum assessment team, led by the department's undergraduate programs coordinator and consisting of five faculty, one staff member, and one graduate student, was developed, and charged with creating an assessment plan. The team sought guidance from external sources at the institution to increase their awareness of potential strategies to evaluate courses. Ultimately, five assessment activities were identified: 1) development of a survey to assess core outcomes and student experience from graduating students; 2) reporting of student performance in courses and alignment with achievement of departmental learning outcomes; 3) creation of a survey to document student perceptions of their outcome achievement; 4) documenting student transformational activities outside of the curriculum; and 5) development of a demographic and interest questionnaire. A faculty or staff member responsible for each activity was identified and a timeline for implementation was determined. In this presentation, we will share the different assessment activities and the results of how students perceive the new curriculum compared to performance in the curriculum. Additionally, next steps for revising the implemented curriculum will be discussed. The strategic development and implementation of this assessment plan is critical to identifying areas of opportunity and successes in the newly revised undergraduate curriculum.

Presented by: Katie Corbitt
Auburn University
Authored by: Katie Corbitt | Karen Hiltbrand | Soren Rodning | W. Brandon Smith | Donald Mulvaney
Auburn University | Auburn University | Auburn University | Auburn University | Auburn University

The spread of misinformation deteriorates science literacy efforts and taints quality of learning from land grant institutions. Instructors are a potential vector of misinformation spread, but less supportive research exists to quantify it. To explore instructor credibility judgments, 186 sampled graduate students completed an electronic survey about detecting misinformation and similar experiences. In this mixed-methods descriptive survey design, methodologies included researcher-developed questionnaires containing Likert-type scale questions and optional open-response boxes to provide supporting details or narratives. Graduate students were separated based on declared graduate program disciplines of either STEM or non-STEM categories. Chi-square tests of independence and qualitative coding served as primary analyses. Both STEM and non-STEM disciplined students experienced misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. There were significant differences (p<.05) between graduate student type for trust in scientific claims. Graduate students reported consistent instances of misinformation and bias about science topics, with a majority reporting misinformation about agricultural topics.

Presented by: Courtney Meyers
Texas Tech University
Authored by: Courtney Meyers | Kylie Harlan | Gaea Hock | Jamie Loizzo | Muntazar Monsur | Levy Randolph | Tiffany Rogers-Randolph | Fran Churchill | Scott Collins | Sara Gragg | Erica Irlbeck | Lindsay Kennedy | David Lawver | Catherine Simpson | Ricky Telg
Texas Tech University | Texas Tech University | Kansas State University | University of Florida | Texas Tech University | Kansas State University | Texas Tech University | Kansas State University | Texas Tech University | Texas Tech University | Texas Tech University | Texas Tech University | University of Florida

Field trips are a common experiential education tool for students of all ages, but they are often difficult to implement due to logistical challenges. Virtual field trips provide students a vicarious way to gain similar learning outcomes when a physical visit is not possible. The abstract aims to share lessons learned in the development of interactive virtual tours (IVTs) to enhance students' learning about agriculture and research facilities. The objectives are to 1) describe the elements included in each IVT and 2) determine students' responses to one IVT experience. We have created tours of various locations including a greenhouse, flour mill, cotton gin, dairy plant, and an aquatic and invasive plant research center. Each IVT contains a 3-D, 360-degree view of the site with integrated links to additional multimedia such as videos and text. The IVTs are available free of charge on the project website. Through a series of focus groups, students at a southwestern university explored one of these IVT sites and then provided their responses and suggestions for improvement. They noted that although nothing can replace the experience of visiting a site in person, the IVT was an effective alternative. One participant said students could use the IVT before an in-person visit to complete background research. Participants appreciated having brief videos at different "stops" in the tour to learn more about what was happening but recommended adding more labels and descriptive text. Some participants also suggested providing more instructions to help them proceed through the tour in a certain order while others appreciated they could control the pace and path taken. These recommendations helped improve this IVT and informed the improvement of other IVTs for the project. These IVTs offer instructors an innovative way to connect more students with agriculture and research facilities.

Presented by: Mark J. Anderson
Sam Houston State University
Authored by: Jacob Brandon | Mark J. Anderson | Doug Ullrich | Richard Ford
Sam Houston State University | Sam Houston State University | Sam Houston State University | Sam Houston State University

In Texas, 29 distinct courses exist that a certified agriculture teacher may be asked to teach based upon the school's needs. However, it is challenging for new agriculture teachers to be competent in all areas and this challenge can be one of the many reasons new agriculture teachers leave the profession. This leaves the school districts constantly searching to fill the vacancies in those positions. So, the objective of the current study was to evaluate the effectiveness of a newly developed online curriculum in invasive species and agricultural biosecurity. To accomplish this, a new curriculum was distributed to selected schools in Texas (n = 6) and data was collected on students test scores (pre/post-test) and all quiz scores. Additionally, instructors completed a pre/post-survey focused on their assessment of the new curriculum compared to their previous curriculum. Students' test scores and instructor survey questions were analyzed using a paired t-test, while quiz scores were compared to each other using ANOVA. Students' test scores improved (P<0.05) when utilizing the new curriculum. Additionally, student quiz scores steadily increased as the curriculum progressed until scores plateaued at quizzes 4-9. These results illustrate that the new curriculum increased student learning. Similarly, instructors felt the new curriculum was more rigorous (P<0.05), and the students learned the material better (P<0.05) compared to their previous curriculum. These results illustrate that development of novel curriculum can aid new agriculture teachers and may help prevent loss of teachers by providing them with quality curriculum in areas outside their strengths.

Presented by: Clay Hurdle
University of Florida
Authored by: Clay Hurdle
University of Florida

To face the unique challenges that beset land-grant universities in the 21st Century, administrators will need to engage in effective leadership practices. Success for the university enterprise will depend on emergent academic leaders undergoing preparation and training in leadership and decision making. Consequently, leadership development programs exist to identify and prepare academics for university administration. However, small percentages of academic leaders participate in these programs. Furthermore, many academic leaders continue to begin their roles feeling woefully unprepared for their positions and challenges therein. Better and more consistent leadership development and identification is paramount moving forward. This study explored the curricular commonalities between academic leadership development programs. Expert opinion was solicited via a Delphi study. Sampling comprised program directors and staff for two of the nation's most reputable land-grant, academic leadership development programs. In the generative phase, participants listed the theories, paradigms, philosophies, and outcomes they felt are important for academic leadership development programs. One hundred and twenty-two items were generated. Following agreement rating and analysis, 84 items achieved consensus. Highlights included participants valuing the inclusion of adaptive, authentic, transformational, and values-based leadership concepts in academic leadership development curricula. Additional findings indicated learning outcomes for these programs should include a sense of purpose, critical thinking skills, cultural intelligence, design thinking skills, and emotional intelligence. These findings are of use to leadership educators as they prepare those who transition to leadership roles within administration of any of the three mission areas of the land-grant system. Furthermore, this information can be helpful to aspiring administrators as they seek programming that will help them attain personal and professional development goals as they enter academic leadership. Finally, this study's results could be of use in developing a greater awareness about the types of opportunities that are available to prospective administrators in the land-grant system.

Presented by: Lauri M. Baker
University of Florida
Authored by: Lauri M Baker | Rebecca D. Swenson | Sadie Hundemer | Kevin Kent | Troy D. McKay | Ashley McLeod-Morin | Hikaru H. Peterson | Garrett M. Steede
University of Florida | University of Minnesota | University of Florida | University of Florida | University of Minnesota | University of Florida | University of Minnesota | University of Minnesota

This USDA Higher Education Challenge Grant funded project is designed to create an online, science communication curriculum for graduate students in Food, Agriculture, Natural, and Human (FANH) sciences. The major outputs are shareable modules designed to increase students' abilities to (1) Understand theory, frameworks, key concepts and application of effective and ethical science communication that is consistent with the land-grant mission; (2) Enhance critical thinking and decision-making skills with respect to appropriate research techniques, sources and tools to direct communication efforts and evaluate impact; and (3) Develop skills needed to produce science communication content that communicates complex information across different audiences.

Partner institutions are focused on developing and delivering modules in an online format and making these available for faculty to implement at any institution with FANH sciences. All modules include lesson plans, assignments, and materials necessary to effectively deliver the curriculum and will be evaluated for effectiveness by participating faculty in FANH sciences. This innovative model has the ability to enhance the quality of instruction for science communication and prepare graduate students to communicate about science to the public. With limited faculty focused on communication in FANH sciences, this project will enable those trained in FANH disciplines to feel confident about teaching science communication skills to graduate students in courses within their specific FANH discipline. This project can expand access to scientific knowledge and concepts through the preparation of future scientists and their abilities to speak to diverse audiences and improve the public's perception of FANH sciences.

Presented by: Shane Bowyer
Minnesota State University, Mankato
Authored by: Maria Kalyvaki | Shane Bowyer
Minnesota State University, Mankato | Minnesota State University, Mankato

The food industry is an essential sector in the United States, and one that has been greatly impacted by the COVID-19 pandemic. The pandemic has caused significant disruptions to the food supply chain, resulting in shortages and higher prices for consumers, highlighting the importance of the primary sector in the US, including agriculture and food production as the nation's food security has been put at risk. To address these challenges and ensure a sustainable future for the food industry, it was proposed the establishment of a new School of Agribusiness and Food Innovation at a Midwest university. The research for the proposal included a thorough examination of the current state of the agribusiness and food industries in the Midwest region of the United States, including the challenges and opportunities that exist within these industries. It also involved a review of the current literature on the importance of sustainable practices, as well as the role that education and innovation can play in addressing these challenges. Additionally, the study investigated the existing agribusiness and food programs offered at universities in the surrounding region, as well as a comparison with similar programs at universities in other regions of the United States. The research involved interviews and surveys with stakeholders including students, farmers, food industry leaders, and university faculty and administrators to gather their perspectives on the need for and potential benefits of the new school. Finally, the study looked at the potential economic and social impact, as job creation and economic growth in the region, as well as improving food security and sustainability. Overall, the research for the article was a comprehensive examination of the current state of the agribusiness and food industries in the Midwest region, as well as an analysis of the potential benefits and impact of establishing a new school.

Presented by: David Smilnak
Virginia Tech
Authored by: David Smilnak | Hannah Scherer | Karen Vines | Donna Westfall-Rudd | Joseph Simpson | Tiffany Drape
Virginia Tech | Virginia Tech | Virginia Tech | Virginia Tech | Virginia Tech | Virginia Tech

Agriculture is becoming increasingly dependent on digital information and therefore subject to a growing threat to its data and intellectual properties. In response to this threat, agricultural career opportunities in STEM fields such as cybersecurity are growing. This increase in career opportunities provides an opportunity to address the gender gap in both STEM and agriculture. The goal of this ongoing project is to develop a support structure for formal and nonformal agricultural educators to incorporate cybersecurity in their programs through evidence-based strategies that have been shown to effectively engage middle school girls in STEM learning. To do so, this project employs collaborative, participatory program development. This approach has allowed for creative partnerships between academia, industry, and education. The interactions between scientists, agricultural educators, and the advisory board (educational professionals from academia, non-profit, Extension, and industry), not only allowed for the production of open educational resources but allowed for degrees of freedom within the products; this addresses barriers to implementation identified by educators and their students. This participatory process has allowed for greater efficacy in meeting overall project goals, by incorporating the lived experiences of stakeholders within Virginia to inform how the open educational resources provide support to educators. Insights from our project design and implementation will be of use to those interested in applying participatory program planning methods and incorporating stakeholder feedback in an iterative process to address emerging educational needs. This work is supported, in part, through the CCI Southwest Virginia Node Cyberbiosecurity Seed Grant program and the USDA National Institute of Food and Agriculture, Women and Minorities in Science, Technology, Engineering, and Mathematics Fields (WAMS) Grants Program, award #2020-38503- 31950.

Presented by: Casandra Cox
University of Arkansas
Authored by: Madelaine Giebler | K. Jill Rucker | Casandra K. Cox | Jeff D. Miller | Steven Chumbley | Hannah C. Ferguson
University of Arkansas | University of Arkansas | University of Arkansas | University of Arkansas | Texas A&M University-Kingsville | University of Arkansas

The purpose of this research was to strengthen the communication related employability skills of the agricultural industry by examining industry perspectives on graduate career preparedness, leading to curriculum development recommendations. Methodology for this study involved a qualitative mixed methods approach employing survey and interview responses. A total of 18 individuals, identified through the [University] College Career Development Center, completed the survey, and of those, eight individuals participated in one-on-one interviews. The Program Systems Model and the Human Capital Theory created the framework for this research. The research objectives for this study included determining changes in the agricultural industry impacting incoming employees, determining challenges incoming agricultural employees will face, comparing Association of Public and Land Grant Universities (APLU) employability needs with industry perspectives, and determining agricultural curriculum recommendations of employability needs. Data was coded into themes based on the research objectives, and then emergent coding took place to identify themes within industry professionals' excerpts. Communication and leadership skills were core recommendations, and other concern areas such as career perseverance, ambiguity, pace and change, skills gap, and conflict management can be mitigated through those two-curriculum focuses. These results align with concerns outlined by the APLU of the students' ability to persist in a new job, ambiguity, pace and content change in the workplace, and managing conflict. Professionals believed recent graduates bring in new perspectives and diversity of thought but were lacking in certain basic skills such as email etiquette, being a self-starter, emotional intelligence, and grammar and writing skills. Professionals reported implementing communication, leadership, team-building and real-world experiences in curriculum would benefit the incoming workforce. Additional recommendations include incorporating cross-functional opportunities and real-world applications through industry interactions to create ways to successfully teach and prepare individuals for diverse workforce development.