Presented by: Will Doss
University of Arkansas
Authored by: Will Doss | Christopher M. Estepp | Hiliary Viguet
University of Arkansas | University of Arkansas | University of Arkansas

Reputation has been reported as a major factor influencing students' decision to attend certain universities. With college enrollment becoming more competitive, colleges of agriculture should consider their reputation. However, many measures of college reputation exist, and no common definition of nor factors contributing to reputation have been established. Based on a review of literature, the following definition of reputation was established for this study: Attitudes and perceptions held by various stakeholders formed over time based on the institution's past, present, and expected ability to create value and meet the needs of stakeholders. Accordingly, the purpose of this study was to determine factors contributing to the reputation of a college of agriculture. We conducted a modified Delphi study with students who were ambassadors in colleges of agriculture at six land grant universities in the Southern U.S. Participants were asked to list the characteristics of a college of agriculture contributing to reputation based on the aforementioned definition. Responses were compiled and like responses combined. Next, participants were asked to rate their level of agreement with each statement from the first round of the survey. In the final round participants indicated their agreement for each remaining statement to establish consensus. Findings revealed that numerous factors contribute to the reputation of a college of agriculture including: professors and faculty who are experts and leaders in their field; opportunities for students to gain experience; faculty members who care for teaching and students; faculty members who are passionate about their field; and opportunities for hands-on learning, among others. Based on these findings, colleges of agriculture should be cognizant of how they can contribute to or detract from their reputation. Furthermore, researchers should develop an instrument to assess the various factors contributing to the reputation of colleges of agriculture.

Presented by: Heather R. Nesbitt
University of Florida
Authored by: Heather R. Nesbitt | Carla B. Jagger | Debra M. Barry | Jason Dossett
University of Florida | University of Florida | University of Florida | University of Florida

Instructional coaching differs from the traditional professional development often provided to our teachers because of its more individualized approach. The coach observes the teacher's practices, helps set goal(s) for instructional practice, and continues to work with the teacher until both the teacher and the coach feel the goal is met. This style of coaching helps reduce evaluative "stress" by developing a respectful, no-judgement relationship through a partnership approach. The coach and the teacher set core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity. For the instructional coaching process to be successful, it is important to find coaches that are willing to form that partnership relationship and are good at being a coach. A good coach is an excellent teacher who is described as having high expectations and providing honest feedback to help reach those expectations. This presentation will provide the participants with a strong background in instructional coaching, basic skills for implementation, and a glimpse into the presenter's recent experience with this style of feedback. This study included three sections of a teaching methods course and looked at the preferences of students who participated in laboratories that had a more traditional evaluative style of feedback compared to the implementation of instructional coaching. Students preferred the instructional coaching style feedback over the previously used style of a more evaluative type of feedback. Laboratory instructors who implemented instructional coaching were able to focus their feedback on one to two teaching strategies based on pre-conference input from the student. Additionally, the peer students in the laboratory section were able to share positive feedback while asking clarifying questions and giving suggestions to their classmates that helped them learn how to utilize mentoring language. This style of instructional coaching is continuing in subsequent semesters.

Presented by: Elizabeth Karcher
Purdue University
Authored by: Elizabeth Ragland
Purdue University

Inquiry-based learning (IBL) is a learner-centered, active learning strategy which poses a question to students and provides them with the materials and resources to solve it at their own individual learning pace. This creates a self-driven atmosphere which promotes collaboration, creativity, cognitive processing, and a curiosity to learn. The three upper levels of IBL (structured, guided, and open) were implemented in an introductory animal science laboratory course at four periods during the Fall of 2022. Students (n=176) were enrolled in one of five laboratory sessions and then randomly placed into one of six groups. In each period, students engaged in a 45-minute collaborative and authentic IBL case scenario which was created to mimic one of the three levels of IBL or a control. The control simulated a 20-minute teacher-centered lecture. After each period, half of the students self-reported their situational interest using the Situational Interest Survey and half reported their perception of the active learning experience with the Active Learning Strategy Inventory. Additionally, students completed a demographic and prior experience survey at the start of period one. Overall, students in the IBL groups reported a greater perception of active learning compared with students in the control group. Situational interest in the activities, specifically exploration intention, remained high across all IBL groups and the control. Students also reported feelings of low challenge across the activities, regardless of treatment. In the future, a more complete understanding of the impact of IBL activities on animal science students is needed in order to more effectively engage undergraduate students.

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

Entrepreneurship education in agriculture should go beyond offering just the practical mechanics of starting a business. University entrepreneurship education should bring together the four elements of practice, scholarship, pedagogy and engagement to prepare a better-rounded entrepreneur and contributor to society. The objectives of this presentation include: 1) Discussion on practice and theory in entrepreneurship education, and 2) illustration of four themes to advance agricultural entrepreneurship education. Often entrepreneurship undergraduate education can be steered into one direction whether it is to the very applied or to the esoteric theoretical. This presentation calls for a balance of perspectives for undergraduate agriculture entrepreneurship education that balances practice and theory while bringing in best pedagogical and student engagement principals that have resulted in a balanced entrepreneurship educational experience. Four assigned themes along each of the above four complementary fronts will be provided from teaching agriculture entrepreneurship. Attendees will see the linkages from practice to theory to pedagogy and engagement with key concepts such value proposition. A value proposition in essence is the creation of a compelling product or service for a distinct group of customers. Students are to consider themselves as the target customer and identify and contrast features, benefits and prices of products that they consume. The value proposition concept is often applied in practice during product formulation and directly relies upon the resources that the entrepreneur assembles to create value which is a core tenet of resource based theory in strategic management. The value proposition concept is often explained using live experiential examples such as comparing the features, benefits and pricing of local pizza versus chain pizza or contrasting well-known brands of candy. Exercises like this make the value proposition concept tangible and relatable to students.

Presented by: Erica Summerfield
The Ohio State University
Authored by: Erica Summerfield | Nicole Volk | Annie Specht | Kellie Claflin
The Ohio State University | The Ohio State University | The Ohio State University | The Ohio State University

Clarkson's Farm is a documentary television series praised for its positive, entertaining depiction of British agriculture. Airing in 240 countries, the program follows British TV presenter Jeremy Clarkson in his attempts to manage his operation with the help of more experienced farmhands. Researchers at a U.S. land-grant institution, curious about the implications of screening the show for audiences with little to no agricultural knowledge, incorporated Clarkson's Farm into a lesson plan in a second-level, general education, writing course focused on contemporary agricultural issues. The Clarkson's Farm activity was a two-part lesson that incorporated current issues, personal reflections, and class discussions. In class, students were shown the first episode of Clarkson's Farm, "Tractoring," which covered the process of planting. They were immediately asked to write a one-page reflection, assessing their reactions to the show. This process was then repeated the next week with episode two, "Sheeping," which discussed various elements of sheep herd management. Researchers analyzed students' written responses to the episodes using a conceptual framework comprising the Differential Susceptibility to Media Effects Model and agricultural literacy. We found that non-agricultural students were drawn into the show due to its ample humor, making them receptive to learning about agricultural topics. Students gained a greater appreciation for the challenges and struggles farmers face on a day-to-day basis. They also deepened their understanding of agricultural practices, going beyond surface-level knowledge to thoughtfully discuss the demonstrated practices in their reflections. For successful classroom implementation, we recommend grounding the viewing experience in U.S. agriculture through comparisons of agricultural practices and regulations. Extending the length of the activity, by showing additional episodes or clips from later episodes, would provide a more holistic understanding of the demonstrated practices.

Presented by: Kevin Curry
Pennsylvania State University
Authored by: Jessica Myschisin | Kevin Curry, Jr.
Pennsylvania State University

Scientific literacy is defined as the ability "to use evidence and data to evaluate the quality of science information and arguments put forth by scientists and in the media. "The development of students' scientific literacy skills is a critical aim of science education today, according to educators, scientists, and policy makers. The purpose of this study was to determine the impact of a science literacy and public policy course on college students' scientific literacy skills. Students (n = 138) enrolled between Fall of 2018 and Fall of 2022 completed pre- and posttests to measure scientific literacy on the Test of Scientific Literacy Skills (TOSLS), a 28-item multiple-choice instrument, to gauge nine scientific skills. Results showed that students' (n = 138) overall scientific literacy skills increased from the pretest (M = 60.79%, SD = 17.87%) to the posttest (M = 77.00%, SD = 15.06%) (t = 14.55, p < .001). Although there were no differences on the pretest assessment, students who were not from the College of Agricultural Sciences (n = 100, M = 79.18%, SD = 13.23%) outperformed those from the College of Agricultural Sciences (n = 38, M = 71.25%, SD = 18.02%) on the posttest assessment (t = 2.84, p = .005). The significant difference in posttest scores can be most attributed to significant gain score differences for Skill 2: Conduct an effective literature search (t = 3.11, p = .002) and Skill 8: Understand and interpret basic statistics (t = 2.83, p = .005). Results indicated that the science literacy and public policy course improved students' understanding of scientific literacy skills. Further research is needed to determine why students not from the College of Agricultural Sciences had better scientific literacy skill outcomes.

Presented by: Elizabeth Berner
University of Arkansas
Authored by: Elizabeth Berner | Daniela Medina | Casandra K. Cox
University of Arkansas | University of Arkansas | University of Arkansas

Social media is a key component of integrated marketing communications taught in agricultural communications programs. Marketing communicators use social media platforms to engage with networks or communities of people based on shared values and ideas. Instructing students in the theory and data aspects of social media can be accomplished through traditional classroom delivery methods, but students must apply concepts in social media platforms to be sufficiently prepared for future jobs. Thus, the goal of this presentation is to describe how instructional delivery was expanded through the incorporation of social media simulations to prepare students for internships and job opportunities. Stukent Mimic social simulation software was used to provide an experiential learning experience for students enrolled in the class. The software package included a digital textbook with quizzes, a company description (Buhi) which included market research, a company hierarchy for role-based work, business communication simulations, and 12 rounds of social media simulations. Instruction and coursework for 14 of the 29 classes during the semester focused on social media concepts. Due to time constraints and the structure of the course only eight of the total 12 simulation rounds were completed by students. Simulations were automatically evaluated through the platform and students received a performance grade (up to 20), but no feedback regarding their performance from the software. Three graduate students and 33 undergraduate students completed the course and engaged with the software. Students were able to verbalize their successes and challenges along with developing actionable strategies to test with the next simulation through the in-class debrief sessions. Students verbalized some frustrations with the software and a few minor technical issues, but no one reported negative feedback in the course evaluations. The instructor plans to use the software simulation for future iterations of the course with adjustments based on student feedback.

Presented by: Jaclyn Donna Kropp
University of Florida
Authored by: Jaclyn Donna Kropp | Danielle Shu | Misti Sharp
University of Florida | University of Florida | University of Florida

Over 25,000 annual jobs openings for graduates with bachelor's or higher degrees in agriculture and related fields are projected to be in management and business. To help meet this need while also increasing the diversity of department and, ultimately, the agricultural workforce, we recently received a Multicultural Scholars Program (MSP) grant from the U.S. Department of Agriculture to support ten undergraduate students who transferred into the department after completing their A.A. degree or equivalent coursework. Scholarship recipients receive a $13,000 stipend and an additional $2,000 to support an experiential learning opportunity such as study abroad, faculty-guided research experience, or internship. In addition to financial support, scholarship recipients receive theory-based mentorship from the MSP coaching team consisting of the project directors and departmental advisor and through the newly implemented departmental peer-mentoring program. The MSP programming is designed to support multicultural transfer students throughout their transition from a smaller institution to a large land-grant university and to encourage the development of career-ready professional skills.

In our presentation, we will present the four theories at the heart of the programming (Schlossberg's Transition Theory, Schlossberg's Theory of Mattering and Marginality, Astin's Theory of Involvement, and Sanford's Theory of Challenge and Support) and link these theories to various program activities. We will also reflect on successes and challenges faced in designing and implementing the program such that individuals at peer institutions seeking funding to support multicultural students or developing mentoring programs for multicultural transfer students can learn from our experiences.

Presented by: Cheryl Wachenheim
North Dakota State University
Authored by: Cheryl Wachenheim
North Dakota State University

Principles of Real Estate is offered asynchronously. The publisher's learning management system used (Connect) offers questions for inclusion in assignments and exams. Questions can be used as written or edited, or an instructor can write their own. Students complete four hourly exams and a final exam, cumulatively comprising 45% of the course grade. During the first semester offering, all exams used pre-built questions from the publisher-offered test bank. Average exam scores neared 90%. A quick investigation revealed that all test bank questions (and answers) were readily available on the Internet. This research was conducted to test the effect of editing publisher-offered questions on student performance and inform future course design.

To mitigate this form of cheating, for the last two hourly exams and the final exam of the second offering, the instructor edited existing test bank questions to be unsearchable. The first-two exams used pre-built questions. Average exam performance fell two full letter grades for the last two exams (with instructor-edited questions) (p<.000). Percentage on the final exam decreased 22.1% points from the initial course offering (P<.000). We concluded that, despite clear instructions to the contrary, students were referencing test bank questions online during exams.

The proposed presentation is intended to generate and host participant discussion. Widespread availability of assessment materials corresponding with an increase in courses offered online or including an online testing option has created conditions conducive to cheating. Technology has offered various solutions such as use of screen and student capture videos. The intent is that discussion during this session will include audience sharing of their experiences with these solutions and of other strategies on how to mitigate unauthorized behavior during online assessment or otherwise redesign online assessment for large classes.

Presented by: Mary Mahan
Tennessee Technological University
Authored by: Ciana Bowhay
Tennessee Technological University

Knowledge gaps between the average citizen and livestock production have widened, with the majority having little to no knowledge of typical livestock production practices. Gaps in agricultural literacy open the door to adoption of misconceptions based on incomplete understanding of production practices. This trend is evident even among undergraduate animal science students; in this study 69.2% of our students reported little to no previous livestock experience. Thus, it is important to expose them to normal livestock production practices early in their animal science education to provide a foundation for future courses and improve practical skills. In this study we seek to quantify the value of industry relevant production experiences like vaccinations, frame-score evaluation, hoof-trimming, breeding selection processes, and ear notching with three livestock species (cattle/sheep/swine) in an Introductory Animal Science lab (n=105). We evaluated retrospective pre- and post-Likert scale surveys and reflections coded according to self-determination theory relating to intrinsic motivation and engagement. Surveys assessed knowledge of production practices and confidence in working safely with each species before and after course completion. As expected, student's confidence with, and knowledge of production practices increased (P<0.01). Self-efficacy and competence increased as students indicated greater understanding and respect for livestock production (58.1%), and personal growth as fear and uncertainty decreased (50.5%). Autonomy was also promoted as students indicated greater confidence in their practical skills (64.8%) and increased enthusiasm and commitment to their major or chosen career path (61.9%). Students felt more connected to agriculture as an industry and the people involved (68.9%), a component of relatedness and belonging. These physiological needs, if met, are associated with greater engagement and motivation to learn. Thus, teachers of agriculture may wish to incorporate typical industry practices into early career undergraduate lab courses if they wish to improve motivation, engagement, persistence among their students.

Presented by: Fisher EasleySmith
New Mexico State University
Authored by: Fisher EasleySmith
New Mexico State University

Reflection is often integrated into higher education classrooms to help students build knowledge and develop learning skills. In today's classroom, instructors must use strategic pedagogic interventions to develop broad-scale approaches to reflection. One method of intervention is integrating technology to change conditions for promoting reflection. The use of technology has been found to encourage deep learning and higher levels of reflection when compared to face-to-face methods. Using technologies including RocketCards for private reflection and Padlet for public reflection, we sought to determine if students found public reflection using technology to improve to their learning. During the semester, 19 students submitted reflection responses to prompts provided in class. Private reflections using RocketCards were completed in the first half of the semester, and public reflections accompanied with an image on Padlet were completed in the latter half of the semester. Padlet posts were reviewed in class to further encourage active engagement and reflection discussion among peers. We received 17 responses to a structured, open-ended survey after students engaged in both private and public reflection techniques. Seventy-six percent of students preferred using Padlet for public reflection over private reflections. Collectively, students stated they found public reflection to be a beneficial learning tool which helped them better understand course concepts. Visuals used in posts were also seen as positive learning tool helping students remember their reflections and course material. They linked course improvement to positive peer accountability as they were conscious about their reflections, knowing their peers would see them in real time. Overall, public reflections using Padlet technology were highly regarded by students. Students found the tool to be fun and engaging. After this experience, we have examples and tips for incorporating this activity into future classrooms. We recommend this activity for course introductions and as a potential replacement for discussion boards.

Presented by: Joy Morgan and Andrew Waaswa
North Carolina State University
Authored by: Andrew Waaswa
North Carolina State University

As educators, our number one goal is to prepare our students with the skillset they need to enter the workforce upon graduation. Through the delivery of content and an understanding of the interests and needs of our students, we can carefully cater lectures, assignments, and activities to further their knowledge and skills for their future dream careers. However, an additional item that we should also add to our class goals is the opportunity for students to network with other career professionals in their desired careers. While most universities proudly boast career fairs where hundreds of employers sign up to host a booth for a day-long event, these career fairs lack the personal experience that can stem from networking opportunities within classes. In a junior and senior level course, the course instructors incorporate guest speakers for each major module and host a career progressive dinner. Many of us utilize guest speakers in our classes, however, the career progressive dinner exceeded our expectations. For the progressive dinner, instructors selected eight agricultural professionals who aligned with the student's career interests. From there, each career professional hosted different students throughout the evening for the different courses. We found this dinner allowed the students and careeer professionals to engage in deeper conversations about their career journey and also discuss the students interests. Several of the students walked away with internships and job interviews as a result. All walked away with business cards and new connections within their desired field. The dinner was held at our university club and sponsored by several businesses and one individual donation. Course instructors provided bios prior to the dinner and students signed up to meet with the individuals. The event lasted approximately two hours and students reported they valued this event more than the campus career fair.

Presented by: Christopher M. Estepp
University of Arkansas
Authored by: Christopher M. Estepp | Will Doss | Donald M. Johnson
University of Arkansas | University of Arkansas | University of Arkansas

Isolation has been identified as lowering undergraduate students’ sense of belonging in college and can influence their decision to stay or drop out. Feelings of isolation can emerge as freshmen enter into new, unfamiliar college environments; however, interpersonal factors, such as peer relationships and empathetic, supportive faculty can potentially ease this transition. Thus, research on interpersonal factors that may be related to perceived sense of isolation among new college students is warranted. This study sought to determine perceived isolation among first-year students (n = 233) entering a college of agricultural, food and life sciences, and to determine the relationship between isolation and student perceptions of peer support, faculty support, and faculty empathy. Data were collected in all freshman orientation course sections during the seventh week of the fall 2022 semester using an online instrument. All constructs were measured using summated Likert scales with individual items measured on a 1 (strongly disagree) to 5 (strongly agree) scale. Overall, students neither agreed nor disagreed (M = 3.04, SD = 1.10) they felt a sense of isolation; they somewhat agreed that peers (M = 3.58, SD = 1.08) and faculty (M = 3.81, SD = 0.89) were supportive, and that faculty were empathetic (M = 4.03, SD = 0.72). Partial correlations were used to determine the relationship between each individual predictor (peer support, faculty support, and faculty empathy) and isolation when controlling for the effects of the other predictors. Peer support was the strongest unique predictor of isolation (rp = -0.58, p < .001). Neither faculty support (rp = 0.03, p = 0.70) nor faculty empathy (rp = -0.01, p = 0.88) were significantly related to perceived isolation. Instructors and colleges of agriculture should facilitate in and out of class opportunities for first-year students to build positive relationships with peers.

Presented by: Margaret C Hoffman
Penn State University
Authored by: Margaret C Hoffman | Amy Kuntz
Penn State University | Penn State University

Immersive technologies are transforming education and traditional delivery methods with simulations and interactive tools to engage learners in virtual environments. This study determines the effectiveness of 360 immersive experiences to support student engagement in residential landscape design courses at the Pennsylvania State University. In 2020, the instructor was accepted as a Penn State Teaching and Learning with Technology Faculty Fellow and worked with an instructional design team to develop 360 videos, tours, lesson plans, assessments, and rubrics for six major US public gardens. Collectively, using Oculus 2 headgear, students enrolled in third and fourth year design courses spent a class period viewing 360 videos and tours to identify how the principles and elements (P&E) of design were utilized in the context of landscape design. To help learners develop a deeper understanding of design concepts, students created their own 360 tours of predetermined campus locations to identify how the elements and principles of designs were utilized within these design contexts. Additionally, students created 360 tours for clients highlighting design solutions to landscape issues. After completing the assignments, all students were surveyed to measure immersive technologies' effectiveness as a teaching tool and their perceived benefits for a residential design course. Qualtric surveys were administered to collect data during the fall and spring semesters of 2021 and 2022, respectively. The survey revealed 90% of students perceived the immersive experience as highly beneficial for understanding P&E and 85% of students indicated that future design classes should include a 360 component. Preliminary findings indicate 360 tours are effective teaching tools, increasing student understanding of the P&E in design exercises and that students are very interested in exploring further uses of 360 technology in other landscape design related courses.

Presented by: Lauren L. Underwood
Texas Tech University, Amarillo
Authored by: Lauren L. Underwood | Nichole C. Anderson | Christopher J. Byrd
Texas Tech University | Texas Tech University, Amarillo | North Dakota State University, Fargo

The study objective was to measure the student’s experience of virtual reality (VR) in a species-specific welfare farm tour on a swine or dairy farm. A total of 71 students (32 undergraduates, 33 graduates, 6 veterinarian students) were enrolled in the study. A pre-experience survey was given to students before using the VR headset. Following the pre-experience survey, students viewed a 6-8 minute guided VR tour of one farm. Students then experienced an interactive portion at their own pace, including interactive hotspots with in-depth welfare case studies, videos with farm employees, and husbandry practice overviews. After completing the interactive portion, individuals completed a post-experience survey that assessed their experience on the VR farm tour. Surveys utilized a 1-to-5 Likert scale, with 1 representing strongly disagree and 5 as strongly agree. Students self identified as those with no experience (NONE), experience only with Augmented Reality (AR), experience with only Virtual Reality (VR), or experience with both (BOTH). Students who had used only VR in the past reported enjoying the VR compared to those with experience only in AR (VR experience: 4.39 ± 0.6; AR: 2.25 ± 0.5; P = 0.04). Additionally, VR experienced students view the tour as a good supplement to visiting a farm (VR: 4.43 ± 0.5; AR: 2.67 ± 0.5; P = 0.03). Students with experience are more likely to recommend VR to a classmate (VR: 4.83 ± 0.6; AR: 2.63 ± 0.5; P = 0.02). Despite these findings, no differences were present for those identified as NONE or BOTH (P > 0.05). These findings suggest that students who enjoy augmented reality may overestimate their comfort with technology or may not be interested in virtual reality, while those with previous VR experience find little barriers to educational use. More work is necessary to understand this relationship.

Presented by: Danhong Chen
Sam Houston State University
Authored by: Danhong Chen | Roozbeh Irani-kermani | Shyam S. Nair | L. A. Wolfskill
Sam Houston State University | Sam Houston State University | Sam Houston State University | Sam Houston State University

Team-Based Learning (TBL) has been shown to improve student performance and satisfaction compared to lecture-based classes. The primary objective of TBL is providing students the opportunity to apply course materials to problem-solving. We adopted this approach in two advanced agribusiness classes (one quantitative and one qualitative class) from Fall 2021 to Fall 2022. The TBL method was divided into three stages. In the first stage, students were required to study the course content before the class. In the second stage, individual as well as group Readiness Assurance Tests (RATs) were implemented to evaluate students’ understanding of the course content, followed by class discussions. For the third stage, through group projects, students worked as teams to apply course concepts to problem-solving, achieving a higher level of learning. At the end of each semester, an anonymous TBL survey consisting of Likert-scale questions was administered to assess students’ learning outcomes. A total number of 106 responses were collected over three semesters. Approximately 86% of the students either agreed or strongly agreed that they remembered course materials longer when they went over them during the group RATs, and TBL helped them improve their grades. Compared with students in the quantitative class, students in the qualitative class were more likely to get distracted (p<0.01), bored (p<0.05), and think about unrelated things (p<0.05) in the class. Though not statistically significant, a higher proportion of students in the qualitative class did not like working in teams and did not enjoy the course as much as those in the qualitative class. One factor that negatively impacted the qualitative course was the lack of contribution from some students to the class projects in several teams. As such, the success of TBL hinges on strict enforcement of accountability and provision of highly engaging materials to prevent distraction.

Key words: Team-Based Learning, Course Evaluation, Student Engagement

Presented by: Reynilda Monteza
Oklahoma State University
Authored by: Sergio M. Abit Jr.
Oklahoma State University

While undergraduate programs typically require students to take a career- or professionalism-related course, science-focused graduate programs typically don't. It is often assumed that career preparedness and professional skills learned at the undergraduate level will have sufficiently prepared graduate students for future careers. Conversely, it is widely known that the career directions and expectations of individuals who completed B.S. degrees vastly differ from those who have completed a masters or doctorate. Realizing the need for a graduate-level professional development course, a Professional Development Colloquium course was established at the Department of Plant and Soil Sciences at Oklahoma State University. The discussion-based course covers topics such as preparation for a successful career in teaching, research, and/or extension, all the way to work-life balance. After eight semesters of offering the course, a survey was conducted among previous students to assess the impact of the course on their professional preparation, career direction, and post-graduate school success. Survey results (n=24) show that items learned from the class discussions guided students in making timely adjustments in their grad school activities and choice of courses to prepare them for a chosen career. The course positively influenced the graduate students' professional preparation and career-related decisions. It has also improved their understanding of career expectations and they overwhelmingly agreed that all graduate students in the program should take the course. The survey respondents also agreed that the discussion about work-life balance is one of the most helpful in performing well in their current jobs. Overall, survey results reveal that our former graduate students utilized the information gained in the course in preparing them to apply and be successful in their current positions.

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

End-of-course evaluations are popular indicators of effectiveness but may not accurately represent the reality of the classroom learning experience. Moreover, top research universities often fill teaching roles with research faculty who have no formal training in teaching techniques. Universities offer alternative opportunities for teaching evaluation, but these services are frequently underutilized by research faculty with limited teaching experience. Lack of meaningful feedback on teaching efficacy impedes improvement, leads to misrepresentation on annual evaluations, and decreased peer recognition. This study describes students' experiences through weekly journals, learning from two research faculty (n = 34; n = 14) and one extension faculty (n = 18) during the fall 2021 term. Journals were transcribed and coded using MAXQDA qualitative software. Themes were identified independently and compared to end-of-course evaluations and formal teaching evaluations conducted by the University's Center for Teaching and Learning to paint a more complete picture of the experience. Students were moderately interested during class 54% of the time, with engagement during class, use of technology and examples, and instructor attitude reported as positive aspects of their experiences. However, course structure, explanation of expectations, and timing/pace were areas needing improvement. Although response rates were low, instructors received positive end-of-course evaluation feedback which mimicked the themes from the journals. Moreover, formal teaching evaluations indicated instructors used timely and relevant examples but lacked student involvement, recommending fundamental pedagogical techniques like active learning approaches and intentional questioning. These characteristics of effective teaching are easily implemented, but only after being identified through formal teaching evaluations and reinforced with impactful professional development and support. We recommend research colleagues identify other means of evaluating their teaching, such as formal evaluations and formative feedback, to help illustrate their impact in the classroom and identify areas for improvement. These recommendations support those previously published in the NACTA journal.

Presented by: Carly Hoffmann
Texas A&M University
Authored by: Carly Hoffmann | Gordon Carstens
Texas A&M University | Texas A&M University

Livestock Feed Formulation (LFF) is a lab-based component of a required undergraduate-level animal science course that emphasizes advanced scientific approaches associated with precision diet formulation to create cost-effective feeding strategies to optimize livestock animal productivity. LFF relies heavily on student's ability to integrate various methods of precision diet formulation and actively apply course concepts to a livestock feeding program. To aid student's ability to apply these course concepts, an experiential learning activity was developed, via a case study (CS). The CS consists of a three-part project in which students: a) conduct hands-on forage laboratory analysis; b) determine nutritional requirements for their case study animals; c) formulate multiple forage-based rations to meet nutritional requirements. A survey instrument was used to determine student perceptions of the CS. Students (N = 159; response rate = 98%) enrolled in LFF completed a post-completion survey instrument that consisted of demographic and 5-point Likert-scale questions to gauge student perceptions of the CS. Most students agreed or strongly agreed that they had a positive experience with the CS (49% and 33%, respectively) and felt it positively contributed to course knowledge (44% and 40%, respectively). Additionally, a majority of students reported that the CS increased their course interest and motivation to further their knowledge in LFF. Participants also indicated they saw value in the learning experience, and it required more than just listening. The real-world application of the CS was notably the item that students reported to like most about the activity. However, when asked what students most disliked about the CS, they noted too many assignments and challenges associated with teamwork. This study demonstrated that students had an overall positive experience and association with the case study, which shows the advantage of implementing an experiential learning activity towards improving student comprehension of feed formulation techniques.

Presented by: Dan Witten
Morningside University
Authored by: Dan Witten
Morningside University

Research shows that using "High Impact Practices'' in the classroom can improve student performance and retention. The practice of collaborative assignments and projects was used in an Introductory Precision Systems course to promote the understanding of variability to all the students involved. As part of this presentation participants will be given a chance to tend to a set of "fields" just as students within the class did. Each field is made up of a deep cell plug tray and a selection of soil samples. In class, student pairs were responsible for making their own "soil" and planting crops within the trays. As different classroom topics such as variability, seeding rates, irrigation and fertilization were discussed, student groups made application decisions for their "fields". Groups were responsible for tracking all applications and decisions made on their fields. Upon completion of the project, groups presented their findings. These findings included; observations about how variability was observed across the soil types, and how variable application methods affected yields. Students were asked to create "prescription layers" to demonstrate their understanding of the material discussed in class and reflect upon how using precision technology systems can improve yields while being environmentally friendly. This idea allowed students to collaborate and draw conclusions but participants encountered issues including over application of fertilizer and water within their plots. Anecdotal Student interviews yielded many positive comments. Plans are being made to improve the project next year through the implementation of more addition of precise georeferencing and land measurements that will correlate to their plots.

Presented by: Melanie Miller Foster
Pennsylvania State University
Authored by: Noel Habashy
Pennsyvania State University

Recognizing the need for an accessible introductory level textbook in global agricultural development, faculty members at Penn State University set out to create a new textbook to address many ecological, economic, and social factors influencing global agriculture and food security. This study explores the case study and highlights the opportunities and challenges found by faculty members developing an Open Educational Resource utilizing Open Pedagogy. In order to promote accessibility and reduce costs for students, the editors chose to utilize an Open Educational Resource text which would provide the available for free online to students and universities anywhere in the world. A secondary objective was to provide an opportunity for contributions from graduate students. The editors incorporated an Open Pedagogy approach with graduate students contributing chapters to the textbook as part of the class assignment in order to reach this objective. This presentation will highlight the opportunities found throughout this project including resources identified to host the textbook, identifying other open source resources to incorporate into the textbook, and pursuing financial support for copy editing. Challenges included varying participation and quality of contributions from graduate student authors. Participants in this session will gain theoretical and practical insights into the design, structure, and implementation of an Open Educational Resource and Open Pedagogy project.