Presented by: Carolyn A. Copenheaver
Virginia Tech
Authored by: Carolyn A. Copenheaver | Nicholas E. Fuhrman
Virginia Tech | University of Georgia

In some academic departments, winning a teaching award has become a requirement for faculty members during their promotion and tenure review. In this presentation, we recommend broadening the metrics used for evaluating teaching performance, with the goal of retaining the value and benefits associated with teaching awards. Twelve department heads and 24 departmental, regional, and/or national award-winning teachers were interviewed to gain a current perspective on the role and value of teaching awards within U.S. colleges and universities. Recipients of national teaching awards reported that receiving a teaching award resulted in a greater willingness to explore new teaching methods and increased their motivation to engage with the scholarship of teaching and learning. However, as promotion and tenure metrics for measuring teaching effectiveness have shifted away from student evaluations, higher value has been placed upon earning teaching awards. This shift may begin devaluing teaching awards. In response to promotion and tenure expectations, some departments developed a culture where teaching awards are granted in a rotating system among all faculty members, making them less valued by recipients. Promotion and tenure committees should diversify the methods used to quantify teaching effectiveness with teaching awards being part of a suite of indicators of effectiveness. Other metrics to demonstrate competency in the classroom could include peer evaluations, student evaluations, demonstrated efforts to improve teaching effectiveness, and contributions to the scholarship of teaching and learning. When promotion and tenure expectations set a standard that all faculty members receive a teaching award, teaching awards become devalued and their benefits are lost. Teaching awards should be one indicator of classroom effectiveness that is viewed in combination with other metrics when evaluating teaching effectiveness in the promotion and tenure process.

Presented by: Torrie Cropps
University of Texas at Dallas
Authored by: Torrie Cropps | Courtney Brown
University of Texas at Dallas | Oklahoma State University

According to The National Research Council, there is an increased need for Agricultural and Life Sciences (AgLS) to focus on producing a "globally competent" workforce that is sufficiently able to interact with diverse populations and solve the 21st century grand challenges by increasing the numbers of marginalized people in AgLS. Consequently, Colleges of Agriculture have been working to integrate multicultural education and training into program requirements. Despite recent efforts to increase diversity in agricultural higher education, racially minoritized representation at Historically White Institutions is still minimal. Moreover, the less diverse the faculty in AgLS, the less likely courses will include diversity, equity, and inclusion (DEI) in any form despite research that has suggested that DEI courses will broaden the experience of all students enrolled in AgLS programs. This further accentuates the desire of the only or few Black students or faculty being more inclined to push for DEI in the AgLS classroom. The purpose of this study is to illuminate the experiences of Black women graduate instructors as they developed curriculum and taught DEI issues in agricultural education departments at Historically White Institutions. The theory that framed the study was Black Feminist Thought and duoethnography was the methodology. Concluding analysis, we found three themes across their experiences: (1) Broadening Perspectives in Agriculture, (2) The Heavy Duality of Representing Blackness and Diversity, and (3) Empowerment and Affirmation. The results of this study offer compelling instances that speak to the ebb and flow Black women experience not only teaching but also existing in predominantly white spaces. Our study supports and exemplifies the value of the experiences and feelings of Black women in agricultural education and could provide insight toward helping understand their lack of representation.

Presented by: Kate H. Fletcher
University of Florida
Authored by: Kate H. Fletcher | T. Grady Roberts | Dale Pracht
University of Florida | University of Florida | University of Florida

As facilitators of an international service-learning (ISL) study abroad program within a College of Agricultural and Life Sciences, taking place over four separate years including both pre-COVID and post-COVID programs, we have experienced numerous challenges, created a variety of solutions, and learned many practical lessons. The purpose of this presentation is to discuss best practices, pitfalls to avoid, and assignments for facilitating an optimal learning environment and experiences for students on a study abroad program in a College of Agricultural and Life Sciences setting. Our presentation will focus on what we have learned from undergraduate students who participated in a study abroad program, which included a service-learning component at two locations in the Republic of Ireland, one rural and one urban. The findings are based on analysis of prospective student interviews, pre-departure sessions, reflective journals during program, weekly in-person group reflection sessions (on program), and end-of-program debriefing. The results regarding best practices include grace periods, pre-departure meetings, mindfulness practices, inductions, accountability partners, weekly group reflection sessions, communication, and itinerary. The results regarding pitfalls to avoid include negativity, pre-departure interviews, and expectations. Assignments for facilitating an optimal learning environment include: preflection, mindfulness assignment, gratitude assignment, weekly in-person group reflection sessions, weekly guided journals, cultural journal, electronic portfolio, grace periods, and scheduled free-time.

Presented by: Torrie Cropps
University of Texas at Dallas
Authored by: Torrie Cropps | Quintana "Quincy" Clark
University of Texas at Dallas | Oregon State University

Doctoral socialization is the process in which students learn the behaviors associated with their area of expertise and the values attached to those behaviors (Taylor & Antony, 2000). Many graduate students leave their graduate programs feeling unprepared for their future careers. Engaging in activities that encourage career preparedness is crucial to post-graduation success. Graduate students who experience positive and effective mentoring, socialization, positive student-faculty interactions, and diverse peer interactions tend to graduate at higher rates than those who do not. Doctoral socialization is essential to Black students' intent to persist to degree completion in science, technology, engineering, and mathematics (STEM) fields at Predominantly White institutions (PWIs). Positive doctoral socialization experiences through mentoring, advising, academic preparation, and interactions with diverse peers can enhance Black students' sense of belonging and mitigate potential barriers to degree completion. Doctoral socialization is a process where students experience socio-academic integrative experiences, including learning the knowledge, skills, behaviors, and values of a discipline and field. Bertrand Jones and colleagues (2015) posited that doctoral socialization includes three components: 1) academic preparation, the acquisition of research skills; 1) mentoring, the development of faculty-student and student peer-to-peer relationships; and 3) professional development, including formal and informal opportunities that contribute to professional growth. This study highlights doctoral students' success stories from the researcher's agricultural sciences education research lab at a research-one PWI. Data include reflections and interviews with students, alums, and the research lab's advisor. The researchers report on doctoral socialization experiences that contributed to personal and professional growth and success, such as attendance at regional/national conferences, presenting research, conducting workshops, writing manuscripts and opinion pieces, internships, assistantships, and developing networks. These experiences have prepared doctoral students to acquire academic careers as faculty, researchers, and administrators. 

Presented by: Maria Navarro
University of Georgia
Authored by: Maria Navarro
University of Georgia

The potential for positive impact on student personal, academic, and professional development from participation in Undergraduate Research (UR) is well documented. However, "doing UR" is not enough: active participation and quality and comprehensive programming are indispensable for achieving significant student gains.

The presenter will detail the experience and lessons learned at the University of Georgia regarding co-curricular programming to support, normalize, and enhance UR experiences, and will provide recommendations to heighten student learning outcomes of undergraduate research.

UGA defines for-credit UR experiences as those that require at least 1) individualized, independent, faculty-mentored research; 2) 45 hours of research per credit hour earned; 3) a significant written assignment and public presentation of results; and 4) substantial feedback from the faculty mentor on the student's research progress.

UGA has a central office that provides institution-wide UR programming, works with students and faculty, and promotes and collaborates with a wide-range of UR initiatives. During the Fiscal Year 2020, the central office worked with 895 unique students who participated in at least one for-credit experience in UR.

The co-curricular programming supported students before, during, and after the UR experience. Contributions included large and small symposia to present student work; workshops; seminars; opportunities for peer interactions and mentoring; writing retreats; group discussions; and funding. Workshops addressed student needs such as finding a mentor; practicing for conference presentations; preparing posters; exploring innovative ways to present data; reflecting on student academic, personal, and professional growth; articulating broader impacts of research; addressing conflict and working with teams; communicating and building relationships with mentors; preparing for the workplace, etc.

Through student surveys and informal discussions with students and faculty, the UR central office explored the successes, failures, and gaps of the existing co-curricular offerings and prepared recommendations, provided in this presentation, to help guide programming efforts to enhance UR student experience and learning outcomes.

Presented by: Gaea Hock
Kansas State University
Authored by: Gaea Hock | Allison Chambers | Nellie Hill
Kansas State University | Kansas State University | Kansas State University

Agriculture contributes significantly to most of the world’s cultural, environmental, and political systems. Each year, approximately 51,300 students across the nation graduate from their university’s agriculture program. These students make up a large percentage of the future of American agriculture. Therefore, the consideration of investing and investigating those students and their thoughts on long-term viability of agriculture needs to be a key focus today. Higher education is working to meet the needs of the current and future agriculture industry by educating their students. It is important to examine college student perceptions of key agricultural areas to determine areas of improvement. In the fall of 2021, [University] students were asked to rank the importance of six agricultural topics the USDA National Institute of Food & Agriculture (NIFA) has identified as “critical issues facing the long-term viability of agriculture.” Students (N = 87) ranked (the lower the mean the more important) the issues from top to bottom: food security (M=2.28; SD=1.19), water (M=2.52; SD=1.38), food safety (M=3.63; SD=1.64), sustainable energy (M=3.75; SD=1.39), climate variability and change (M=3.84; SD=1.74), and childhood obesity prevention (M=4.99; SD=1.28). The results indicate that students at [University] believe food security and water are the most important issues. The next three were closely ranked with ‘childhood obesity prevention’ ranking sixth. The ranking may be an indication of the majors in the college of agriculture at [University]. Replication of this survey in other colleges and universities is recommended. We encourage USDA NIFA program leaders collaborate with students at universities to help build a better understanding for the future of agriculture and why these priorities were chosen. Additionally, faculty members should help their students understand funding areas and how USDA NIFA choses their priorities. They can also be used to help structure current topics courses, discussion prompts, and grant writing assignments.

Presented by: Laura Hasselquist
South Dakota State University
Authored by: Crystal Levesque | Laura Hasselquist | Michael Gonda | Cody Wright | Rosie Nold | Lee Johnston | Kasey Carlin
South Dakota State University | South Dakota State University | South Dakota State University | South Dakota State University | South Dakota State University | University of Minnesota | North Dakota State University

Students completing graduate programs in animal sciences often lack the well-honed interpersonal communication skills necessary for success in allied industry careers. Communication has long been identified as a key 21st century skill for post-secondary graduates. The importance of communication within the agriculture industry, and more importantly with the non-agriculture community (e.g., consumers, policy makers, media) has long been acknowledged. While undergraduate programs increasingly incorporate 21st century skills development, graduate programs often focus on scientific skills. To address these problems, four upper-Midwestern land-grant universities developed a communication training program to increase the number of animal science master's students who are well prepared to meet current and future workplace communication needs. The project centered on development of a series of communication and leadership activities. Students completed a self-awareness assessment and attended topic-specific seminars that provide the foundation for communicating science to non-scientists. Monthly seminars focused on a variety of verbal and written communication forums (e.g., Extension, sales, internet-based) and target audiences (e.g., livestock producers, media, governing bodies, consumers). At the end of the year, students participated in a 2-day Communication Conference. On the first day of the conference, students attended industry-led discussions on the state of U.S. livestock industries followed by participation in a series of topic-specific case studies led by industry experts. On conference day 2, students delivered topical presentations in animal science to assigned target audiences (farmers, consumers, industry executives, government officials) who provided feedback on clarity of message, overall quality of communication, and suggestions for improvement. On post-assessments, students indicated a growth in knowledge and confidence after participating in both the monthly seminars and communication conference. Industry experts voiced support of the program's value. This program has been beneficial to the students involved and will continue to help close the communication gap between the scientific community and non-scientific audiences.

Presented by: Parker Greene
New Mexico State University
Authored by: Parker Greene | Fisher EasleySmith | Jaidyn Swartz | Shannon Norris-Parish
New Mexico State University | New Mexico State University | New Mexico State University | New Mexico State University

When teaching speaking techniques, evaluating how individuals prefer to communicate is vital to building a connection. Many times, communication tendencies are driven by varying motivations and styles. Framed by assertiveness (fast- or slow-paced messaging) and responsiveness (relationship- or task-driven focus), Hartman and McCambridge's communication style assessment yields the following styles--driver, analytical, amiable, and expressive. The purpose of this innovative idea was to teach communication style preferences in a freshman leadership and oral communication course (n = 105) at [University]. Our objectives included: 1) describing words students used to describe communication styles; 2) describing distinguishing qualities from each style; and 3) describing how each style handles conflict. First, students completed the Hartman and McCambridge communication style assessment. We, then, broke participants into their respective communication styles and provided a contentious scenario where they had to assume a leadership position in an organization with fleeting membership. Each group prepared and presented their approach to the situation to the class and took notes on key words or phrases that they observed from each of the styles. Next, students entered their takeaways into an online, word-cloud generator to humanize individuals representing each style. Illustrated through the word clouds, students described analytical communicators as logical, thorough, critical thinkers, and holistic problem solvers. Amiable communicators were relationship-driven, accommodating, peaceful, team players, and service-oriented. Students listed expressive communicators as friendly, entertaining, people-focused, opinionated, and loud. Finally, students described drivers as direct, impactful, task-driven, goal-centric, abrupt, and efficient. This no-cost activity allowed students to verbally and visually compare and contrast communication tendencies. It also helped students humanize each style and enable dialog regarding conflict. We recommend training communication styles with word clouds to reinforce connections between styles as well as enable students to think critically about adapting to different communication needs based on their preferences.

Presented by: Shyam Nair
Sam Houston State University
Authored by: Shyam Nair | Roozbeh Iranikermani | Danhong Chen | Art Wolfskill
Sam Houston State University | Sam Houston State University | Sam Houston State University | Sam Houston State University

The COVID-19 pandemic significantly impacted academia in several ways. There is higher demand for online and hybrid classes in the post COVID era. Anecdotal evidence suggests that students spent less time on campus and their participation in clubs and organizations also decreased. The sudden change from face-to-face classes to online and hybrid formats resulted in lower student performance during COVID-19. The students who were seniors in high school during COVID-19 are mostly sophomores in college now, and it will be interesting to assess their performance relative to those in college before and during COVID-19. The objective of this study is to compare student performance before (2018 Fall and 2019 Spring), during (2020 Spring and Fall), and after (2022 Spring and Fall) the pandemic. We used unexcused absences and average quiz, homework, and exam scores in a sophomore level course on agricultural economic principles in [UNIVERSITY] during these semesters (n=504) as indicators of student performance. We conducted Ordinary Least Squares regression with dummy variables Before (base), During, and After (independent variables), and the four indicators of student performance as dependent variables. The results showed that unexcused absences were significantly lower During COVID-19 (p=0.004), possibly due to the acceptance of COVID as an excuse for absences without evidence. There was no significant difference in absences between Before and After COVID-19. The homework scores were not significantly affected by the time periods. The After quiz scores were six points higher than Before (p=0.002), but there was no significant difference in quiz scores between Before and During. Compared to Before, exam scores were 3.1 (p=0.048) and 6.6 (p<0.001) points lower During and After COVID-19, respectively. Students who were in high school during COVID-19 are not performing as well in the university setting and faculty should be aware and respond appropriately.

Presented by: Theoneste Nzaranyimana
Kentucky State University
Authored by: Kathryn Orvis | Theoneste Nzaranyimana | Linda Prokopy | Steven G. Hallett
Purdue Univ | Kentucky State University | Purdue University | Purdue University

In an increasingly multicultural global workforce, higher education institutions are working hard to make sure students graduate and leave institutions with adequate cultural competence skills. From field to fork, the production and consumption of food, fiber and natural resources are often associated with issues of structural racism. Agriculture students should be able to empathize with those issues as they enter a globalized industry, work with people from different cultures throughout their careers, and navigate perspectives different from their own. In an attempt to support students in acquiring skills that can help them successfully navigate an increasingly diverse and interconnected world, a series of three 1-credit courses were developed that focused on empathy, self-awareness and curiosity towards other cultures. These are components of the AAC&U Intercultural Knowledge and Competence VALUE rubric, which is used to evaluate knowledge, skills, and attitudes of intercultural competence. A sample of 14 students (N=14) who self-selected enrollment in the three new courses during the spring semester of 2022, participated in a pre- and post- survey questionnaire to evaluate cultural competence. Weekly reflections from students were analyzed, and themes aligned with three courses objectives. Survey results showed that there was a statistically significant difference between pre (M=4.73, s.d.=0.38) and post (M=5.20, s.d.=0.30) course completion (t=-5.65, p=.001). Students' narratives from weekly reflections showed that upon completion of the courses, students' empathy, curiosity and self-awareness towards other cultures and races improved. This study showed that intercultural courses taught in the context of agriculture can function as a means of not only providing new knowledge and strengthening students' prior cultural knowledge, but can also assist in developing intercultural competency skills that can enable them to navigate a global multicultural environment in their future. Additional data is being collected with the 2023 student cohort to build upon these results.

Presented by: Mary Mahan
Tennessee Tech University
Authored by: Mary Mahan | Dennis Duncan | Ciana Bowhay
Tennessee Tech University | Tennessee Tech University | Tennessee Tech University

Previous studies have shown that critical thinking dispositions such as cognitive maturity and engagement influence development of critical thinking skills. Cognitive maturity is a learner's bias awareness and acknowledgment of outside influences. Engagement is a learner's willingness to participate and anticipate good reasoning skills events. Literature suggests that introducing a controversial case study and discourse positively affects critical thinking dispositions and skill development. A case study from the National Center for Case Study Teaching in Science, The Tainted Taco Shell, was used as the foundation for a genetically modified organism (GM) activity in an introductory plant science laboratory in fall 2022. This project allowed students to read research articles, develop an intimate understanding of primary GM concerns, and teach their peers. At the end of the semester, students (n=38) provided qualitative reflections about their experiences. We analyzed their responses using an open coding methodology to identify emerging themes, and if they relate to critical thinking dispositions. Students indicated that introducing a controversial case study enhanced their ability to consider other perspectives through incorporating new perspectives (60.5%), hearing both sides (23.7%), understanding that multiple correct answers are possible (15.8%), and that credibility is vital to this process (13.2%). These responses are indicative of development of cognitive maturity. The GM activity aided students' ability to think through complex issues by improving their understanding of the required effort (34.2%), challenging their thought process (28.9%), and making them apply their knowledge (31.6%), indicators of increased engagement. Discourse improved their perception of plant science as a field as students reported it was more complex and useful than originally thought (26.3%), allowing them to perceive greater applications of the material (21.1%). Therefore, incorporating a controversial case study in agriculture classrooms positively affects introductory students' critical thinking dispositions which in turn impacts development of critical thinking skills.

Presented by: David Anderson
Utah State University
Authored by: David Anderson
Utah State University

The sophomore year for Landscape Architecture is rigorous and involves various studio-based courses. Students are tasked with learning a wide range of skills such as graphic communication, design theory, and site design. With the objective of refining student's skill set before they enter upper-division courses, a five-week, high-energy assignment was created in 2015. It is based around a design competition at the end of the spring semester. Students are divided into teams and given a hypothetical project grounded in the authenticity of a real client. The projects are juried by a prestigious group and the college Dean financially supports the competition, awarding prize money to the top three teams. The enthusiasm generated by the assignment has established a shared experience that connects student cohorts in a heightened way. Quantitative data is not possible for this type of assignment. However, qualitatively, faculty and outside jury members alike quickly observe improved professionalism, graphic communication, and design expression in the competition projects. Additionally, the competition generated mentoring from upper division students and is a successful method for helping students develop skills. The design competition assignment is now an annual event and is enthusiastically supported, both in participation and financially by the college Dean. It is highly anticipated by students and contributes to a spirit of collaboration, enhanced by friendly competition. Additionally, the projects selected for the design competition have a direct benefit to the university and surrounding community, and are juried by a group of professionals, administrators, and local leaders who have a sincere interest in the competition outcomes. The presentation will include a summary of the hands-on learning activity, examples of products, reaction and feedback from faculty and jury members, and discussion addressing how to implement a similar community engaged experiential learning opportunity in other disciplines.

Presented by: William Norris
New Mexico State University
Authored by: William Norris | Lacey Roberts-Hill
New Mexico State University | New Mexico State University

For the past few decades, the shortage of agricultural educators has plagued the profession. Traditionally, the agricultural teacher education program has been the most fruitful source of qualified preservice agricultural educators. While the goal of the agricultural teacher preparation program has been to produce competent and effective graduates, many preservice and early-career educators reported feeling unconfident in their knowledge and skills to perform various duties of an agricultural educator. The purpose and objective of this study was to assess agricultural educators’ level of preparation on the various duties of a teacher when they were in the early stages of their career. A census of agricultural educators in four states was assessed (N = 1,075). The instrument evaluated three areas (FFA/SAE factors, Classroom Management factors, and Instructional factors) utilizing a Likert scale that ranged from 1 = “Not Confident at All” to 5 = “Extremely Confident. A response rate of 12.00% (n = 129) was achieved. Overall, the participating agricultural educators rated themselves as somewhat prepared or moderately prepared on all items when they were in the early career stage. Among the FFA/SAE factors, SAE Grants, Grants for FFA, and the Agricultural Experience Tracker (AET) were rated as the lowest areas. In the classroom management factors, the lowest rated areas were Implementing IEPs, Implementing 504 plans, and Managing bullying situations. Furthermore, the lowest ranked items among the Instructional factors are Utilizing Gamification as a Teaching Method, Utilizing Independent Study as a Teaching Method, and Utilizing Work Based Learning as a Teaching Method. The responsibility of providing support through meaningful professional development and teacher preparation program modification will largely fall on teacher educators because of their fruitfulness in producing education professionals. As teacher preparation programs evolve, meeting the needs of early-career educators will become increasingly vital.

Presented by: Debra Barry
University of Florida
Authored by: Mackenzie Atkins | Debra Barry | Sebastian Galindo | Jamie Loizzo | Matt Benge
University of Florida | University of Florida | University of Florida | University of Florida | University of Florida

Flexibility in learning has been a key factor in all areas of education in recent years. As more learners are motivated to take online classes, higher education institutions like The University of Florida are responding by expanding their online offerings. In order to explore the development of an online Doctor of Philosophy (PhD) degree program, The University of Florida's Agricultural Education and Communication (AEC) Department formed a taskforce. The taskforce conducted a needs assessment that included examining faculty perceptions of offering such a degree program. Limited online PhD programs exist nationwide in AEC-like departments, with a variety of nuances and models. An online PhD in this department is not currently offered for a variety of anecdotal reasons, including faculty capacity for teaching and advising, and perceived program graduate needs. Prior to launching an online PhD program, it was vital to conduct a thorough assessment to understand the needs, models, and potential resources needed for an online PhD program. This study included two virtual focus groups with 11 total faculty ranging from early to late career. This presentation will outline the goals and findings of the AEC online PhD taskforce, the needs assessment process, results of the faculty focus groups, and a discussion with attendees about their perceptions of online doctoral degrees. Many of the faculty did not have pre-Covid experiences with teaching and advising graduate students online and expressed concerns about the teaching and advising capacity of the department. An online PhD or EdD in AEC could be an opportunity for the AEC department to be a national leader in expanding the scope of graduate degree programming. An AEC Online PhD would need additional resources to be successful, including faculty and staff, e-learning support, and advising support.

Presented by: Marcy Beverly
Sam Houston State University
Authored by: Marcy M. Beverly | Stanley F. Kelley | Mark J. Anderson
Sam Houston State University | Sam Houston State University | Sam Houston State University

Since the onset of COVID, online exams have increased in prevalence in college classrooms across the nation. Typically, these online exams are accompanied by online delivery of course material as well. While many studies discuss the usefulness of online examinations, the objective of this study was to determine if students who receive concurrent face to face delivery of course content perform differently on exams delivered remotely compared to in person. Students enrolled in two different sections of Anatomy and Physiology of Domestic Animals (ANSC 3363) at Sam Houston State University were exposed to face-to-face delivery of course material during the fall 2022 semester. The two sections (n = 30/section) were team taught by two professors at the same time and in the same room. Students in one section received their examinations during class time in the traditional paper-form, whereas the other section's exam was delivered remotely utilizing proctoring software. PROC GLM in SAS v9.4 was used to determine differences across each of four exam scores as well as the student's overall course grade. Initial GPA was used as a covariant to account for student performance prior to entering the course. Across all exams and overall course grade, students had similar scores regardless of exam delivery method (P < 0.1). These results illustrate that when teaching method is fixed, examination style did not influence students' scores as it is anecdotally observed by professors.

Presented by: Mark Russell
Purdue University
Authored by: Mark Russell | Lela Mixon | Elizabeth Byers-Doton | Christine Wilson
Purdue University | Purdue University | Purdue University | Purdue University

The objectives of the study are to improve practices that ensure a diverse and career-ready workforce for the future of agriculture, food and natural resources. Employment demand for positions related to agriculture, food and natural resources are expected to grow 2.6% by 2025 for college graduates with bachelor's or higher degrees (Fernandez, et. al., 2019). 34 employers of university agriculture BS graduates were interviewed regarding the competencies they are prioritizing at the university student level. Mid-level leading employer decision-makers at Midwest university career fairs and career center lists of national employers of agricultural graduates were invited to interview via a Qualtrics survey. Face-to-face or Zoom interviews were then conducted to ask employers questions regarding their choice of colleges/universities, importance of a diverse workforce qualities, prioritized competencies and experiences and their level of overall satisfaction and suggestions to universities for improving the workforce to meet industry needs. Data about how employers decide which universities to recruit, their priorities of competences and student experiences, methods of assessing these employability priorities will be shared. Well established qualities were similar to those reported by Seemiller (2013) and Crawford and Fink (2013 & 2020), but more emphasis was on data management, student work mindset, working well with "others", internship/project experiences and actual diversity of candidate identities themselves. Most revealing was when asked about what universities could be doing to improve the workforce, they shared not the content, but the teaching methods need to be more experiential, problem-based and out of the students' comfort zones. Barriers for successful interns or employees included location of employment, lack of problem-solving team experiences, work commitment and experiences with social differences. Employers/alumni seek more opportunities to collaborate with academic programs to collaborate and co-develop a more diverse and professional preparation pipeline from universities of agriculture.

Presented by: Jennifer Drew
University of Florida
Authored by: Lexi Ardissone
University of Florida

Undergraduate research is a high impact activity that leads to improved retention, diversity, motivation, and self-efficacy in STEM. Transfer students are more likely to be low-income, from historically underrepresented backgrounds, working adults, parents and significantly less likely to earn a BS degree with 6 years of transfer. Thus, there is a potential for a significant and meaningful impact for STEM undergraduate research experiences for transfer students, but the traditional Summer Undergraduate Research Experience (SURE) program is not feasible for many transfer students. Traditional SUREs require students to relocate to a residential campus and devote full-time effort for several weeks towards their research. This format presents barriers to transfer students who must maintain outside employment status as well as family responsibilities. The Microbiology and Cell Science department at the University of Florida has designed a summer research experience program for nontraditional, undergraduate students in the 2+2 transfer pathway that prioritizes flexibility and reducing barriers to entry. Funded by NSF DUE, USDA and UF awards, over 130 pre-and post - transfer students from 2-year colleges throughout the state have been matched with faculty mentors based on location and research interests since 2014. Students conduct independent research projects and present their findings to their peers and mentors at a symposium at the end of the program. Based on quantitative and qualitative analysis, our research indicates that students gain valuable research and extension experiences and enhanced scientific identity from this SURE model. Over 2/3 of the students are women and over half are from underrepresented minority backgrounds in STEM. The program increases research accessibility, opportunity, and advancement of transfer students in STEM.

Presented by: Chad Page
Utah State University
Authored by: Chad Page | Clay Isom
Utah State University | Utah State University

At Utah State University students are exposed to experiential learning through real world applications on farm with extension-based activities. The objective of this method of hands-on learning is to increase student excitement of animal science, and solidify lecture material in a real-life scenario. Each semester approximately 100-150 students attend an event labeled "Sheep Day". Prior to the event, there are several nights of opportunities for students to get instruction on sheep handling and conducting breeding soundness exams on rams. The day of the event, students wake up early to travel 150 miles to a large range sheep operation and conduct approximately 400 ram breeding soundness exams. Students are responsible for animal handling, physical evaluation, semen collection and analysis, and data entry after the event. This experience generates collaborations between seasoned undergraduates and new freshman as the two main classes involved are an upper division reproduction course and the freshmen introduction to animal science course. This particular activity has been a tradition at Utah State University for many years, and feedback indicates that the majority of students gain valuable experience that benefits them through the rest of their college career.

Presented by: Brianna Wardwell
Purdue University
Authored by: Elizabeth Ragland | Elizabeth Karcher
Purdue University | Purdue University

Undergraduate teaching assistants (UTA) play a vital role in assisting course instructors. They help facilitate, teach, supplementally instruct, and provide additional support to their peers. This study examines how a semester-long concurrent professional development training and teaching experience in an introductory animal science course affects UTA's content knowledge, individual interest, skill development, and perspective on teaching. Twelve UTAs participated in this study during Fall 2022 and each individual assisted in one of the five weekly laboratory sessions that consisted of a 2-hour session over a 16-week semester. The expectation of a UTA for this course was to attend one-hour weekly laboratory meetings where professional development activities took place, prepare quiz questions over the laboratory material, and teach a section of their session. The professional development activities included discussions about teaching philosophies, student motivation, student interest, and pedagogies. Data was collected at three different timepoints: the first week of the semester, after their last teaching experience, and the last week of the semester. During these timepoints, UTAs completed a 10 to 15-minute survey measuring their demographics, content knowledge, individual interest, teaching experience, and teaching skill development. UTAs demonstrated a higher level of content knowledge at the end of the semester; however, this was not statistically significant, possibly due to the small effect size. Overall, participants reported high levels of individual interest in animal sciences, confidence, improvement of soft skills, and a greater sense of belonging to the department. Although limited to a small population in one course, our findings suggest that structured teaching experiences for undergraduate students are beneficial in many ways. Future research should further explore the effects of implementing undergraduate teaching related professional development programs on the teaching experience as well as its effects on student outcomes.

Presented by: Jesse I. Morrison
Mississippi State University
Authored by: Carley C. Morrison | Jesse I. Morrison | OP McCubbins | Josey M. Webb | Allyson K. Moore
Mississippi State University | Mississippi State University | Mississippi State University | Mississippi State University | Mississippi State University

Universities have multi-focused missions of teaching, research, and service. Land-grant institutions place an emphasis on scholarship while requiring research faculty to also teach classes with limited or no formal training in teaching techniques. The lack of discipline-specific training and pressure to maintain ongoing research often leaves research faculty feeling unsupported and disconnected in the classroom. This study highlights the experiences of three faculty members - with varying professional appointments and years of practice - teaching diverse courses in agriculture, wildlife, and food science. During fall 2021, faculty participants journaled weekly about their classroom experiences, guided by the prompt, "Reflect after each class/lab meeting on the overall educational experience. What went well, what went wrong, frustrations, etc.". Journals were transcribed and coded by the researchers in MAXQDA qualitative analysis software. Faculty participants mentioned 'effectiveness' 20 times. The instructor with the most experience and the greatest teaching appointment felt they were more effective than the other two instructors, however all three felt their delivery was average, citing poor use of technology and a lack of student interest in the material. Specifically, the instructor with no teaching appointment felt rushed, needed more time to cover the material, and struggled to balance their teaching responsibilities on top of their responsibilities pertaining to their formal appointment. These findings mirror those previously published in the NACTA journal, providing more justification for professional development and support for our research colleagues who are teaching. It is recommended to continue this research and develop focused professional development in order to provide the most valuable experience within their already demanding schedules.

Presented by: Zhiyong "Drew" Cheng
University of Florida
Authored by: Omolola Betiku
Florida A&M University

Course-based undergraduate research experiences (CUREs) are being increasingly incorporated into undergraduate programs across disciplines. However, how to effectively assess students' gains in research abilities is an open question, and a universal assessment instrument is lacking for CUREs. In this project, we developed and implemented a universal Gain in Research Ability Test (GRAT) in CURE lab courses across disciplines (Nutritional Sciences, and Animal Sciences). On a 100-percentile scale, we aligned the anticipated learning outcomes (ALOs) with seven areas of competencies in experimentation: Identify (ALO1), Question (ALO2), Plan (ALO3), Conduct (ALO4), Analyze (ALO5), conclude (ALO6), and Communicate ALO7), setting the universal milestones for GRAT in CURE lab courses beyond disciplines. GRAT served as the framework for a twofold backward design of lab courses by (i) guiding the design of teaching activities, and (ii) navigating the administration of research activities and scientific practice, where students were immersed in literature research, question and gap identification, study design and planning, protocol development and troubleshooting, data acquisition and analysis, and presentation. GRAT for an upper-division lab courses demanded extensive cross-disciplinary knowledge from students to understand and examine the literature, to formulate rationales and hypothesis, and to decide on the right methods, measurements, and alternatives (i.e., ALO1, ALO2, and ALO3). GRAT for a lower-division lab courses skip ALO1-3, and the instructor directly introduced the research question (or knowledge gap) and hypothesis to students but focused the class on ALO4, ALO5, ALO6, and ALO7. A lower-upper transition course may ramp up by including ALO3 and engage student to plan a study depending on students' prior knowledge and experiences. Therefore, our GRAT framework is adjustable and shows the flexibility to meet the ALOs for both lower - and upper-division courses.