Presented by: Chantel Simpson
North Carolina A&T State University
Authored by: Chantel Simpson | Shannon Wiley
North Carolina A&T State University | North Carolina A&T State University 

Today’s students don’t make the connection between STEM and agriculture and many teachers as well as extension professionals don’t recognize how agriculture can be a useful context to teach science, technology, engineering, and mathematics (STEM). STEM and agricultural literacy are paramount to creating the next generation of successful agricultural leaders. The Ag-STEM Integrated Skills Institute was established to fill skills gaps in either STEM or agriculture amongst 4-H agents and science teachers. Through this program, 4-H agents are paired with teachers to implement agriculturally relevant STEM curriculum that aligns with Next Generation Science Standards and the North Carolina Essential Standards. This program operates to meet 3 distinct goals: (1) To improve the agriculture and STEM skillset of 4-H Extension Agents and K-5 educators in agriculture and science. (2) To develop the next generation of agricultural leaders through skill-building and hands on, science-based, agricultural interactions. (3) To develop mutually beneficial relationships between K-5 educators and 4-H agents through facilitated interactions. Through this program, over 263 students have been exposed to agriculturally-relevant STEM programming in schools throughout the state.

Presented by: Deelan Jalil
Virginia Tech
Authored by: Deelan Jalil | Andrew Meeks | Pete Ziegler
Virginia Tech | Virginia Tech | Virginia Tech 

Tracking and understanding enrollment trends is important to university administrators for strategic planning, benchmarking and recruitment. The Food and Agricultural Education Information System (FAEIS) compiles nationwide higher education data for the food, agricultural, natural resources, and family and consumer science fields from approximately 200 institutions of higher education. Studies show there is a shortage in the number of agriculture educators nationwide. This shortage presents multiple challenges, including the reduction of the number of agriculture classes offered and lack of advisors for the Future Farmers of America (FFA) programs at the secondary education level. The issue is exacerbated by the decline in undergraduate student enrollment in Agricultural Teacher Education programs. An analysis of the institutions surveyed by FAEIS shows undergraduate enrollment in Agricultural Teacher Education decreased 16% from 2017 to 2021. This downward trend is not limited to any region or institution type - it is seen across almost all universities. The overall female to male gender ratio across Agricultural Teacher Education programs is 65/35 and the minority enrollment hovers around 20%. These results illustrate how the voluntary data FAEIS makes available to the public enables and enhances student enrollment discussions and trends at a national level.

Presented by: Devin Dittmer
University of Alberta
Authored by: Devin Dittmer
University of Alberta 

Homeroom Holsteins is a new integrative educational program offered to Kindergarten to grade 12 classrooms across Alberta. The program focuses on developing respect for livestock and animal husbandry practices, gaining an understanding of the food production process, and identifying the roles that people play in the global food crisis. Homeroom Holsteins provides easy-to-understand information meant to spark important discussions about food insecurity and the shifting consumer landscape towards non-dairy and plant-based products in a format accessible to children and adults alike. This format introduces a producer perspective on food production, allowing students the freedom to question preconceived notions about agricultural practices. Ultimately, the program encourages students to formulate educated opinions on major environmental and animal care discussions central to the agricultural field. Homeroom Holsteins uses educational technology paired with industry knowledge to provide classrooms with equal opportunity to access agricultural resources regardless of financial and geographical barriers. Classrooms adopt heifer calves from the University of Alberta's Dairy Research and Technology Centre in September and track its growth throughout the school year. Classrooms are updated weekly on their heifer with pictures, videos, and zoom calls. Testimonials from educators suggest that the success of the program stems from direct communication between the program director and the students. This relationship creates a safe environment for students to challenge preconceived notions about agriculture and question an industry professional about the information provided. Homeroom Holsteins has grown over the the Fall Semester of 2022 to a community of 100 participating classrooms reaching almost 3000 students within its first year. The high level of uptake of the program from educators is reflective of the gap that exists between producers and consumers. The continued growth of the program is imperative to educating the future generation on the foundational importance of agriculture to society.

Presented by: Forrest Lang
Ohio State University
Authored by: Forrest Lang | S. Dee Jepsen
Ohio State University | Ohio State University 

A review of youth injuries and available educational resources was conducted to determine the need for a 4-H project book focused on lawnmowers. Between 1990 - 2014, a reported 212,258 children under the age of 18 received emergency treatment for lawn mower-related injuries, which yields an annual average rate of 11.9 injuries per 100,000 U.S. children. Reviewing educational materials available to youth on lawnmower operation and safety yielded very limited results. Based on these findings, five objectives were identified for this project (1) describe the characteristics of lawnmower safety, operation, and maintenance that will educate youth; (2) develop activities based on the 4-H experiential learning model; (3) develop a training and practice guide based on the 4-H lawn mower competition; (4) provide a draft project book for evaluation in the 2022 4-H year; and (5) publish the project book for use in the 2023 4-H year. To meet these objectives a panel of experts consisting of Purdue University Extension professionals, the Ohio 4-H Curriculum Manager, and the Ohio State Agricultural Safety and Health Leader convened to develop the content of the book. It was decided to focus the content on three areas including (1) lawnmower safety, (2) operation of lawnmowers, and (3) lawnmower maintenance. Activities for each area were developed by referencing the 4-H experiential learning model and through panel's knowledge and experiences. A draft version of the book was sent to 31 Ohio and Indiana 4-H Extension professionals and volunteers for evaluation. Quantitative responses (n = 2) and qualitative responses (n = 15) were collected and incorporated into the final version of the book. The result is a 52-page project book that is available in Ohio and Indiana for the 2023 4-H program year and will be submitted to the national 4-H review board for their jury review.

Presented by: Jennifer Clark
University of Florida
Authored by: Jennifer Clark
University of Florida 

Farmers need access to timely, relevant, and reliable information that is delivered through communication channels that can be used to manage risk-related factors in their operations. As machines and artificial intelligence increasingly generate agricultural Big Data sets, differentiating information from data and noise is significant for informing learning systems, like Cooperative Agricultural Extension (i.e., Extension), to support farmers' decisions under uncertainty in production, finance, and marketing resource allocations.

Resampling of the 2008 Small Farm Survey conducted in Florida examined data through a lens of risk assessment, to identify gaps in small-scale farm operators' perception of production, financial, and marketing information and resources needs cross-classified by level of farming experience. In this research project, a difference of two proportions z-tests was conducted to detect significant gaps between beginning and experienced farmers' perceived value of mass communication channels and interpersonal networks communicating farming information. Information sources included Extension information and programs, as well as private sources of information from a variety of sources including print media; local, regional, and national meetings; and farm tours and field day activities.

Results show that risk-planning information needs can be used to differentiate classification measures and identify opportunities for Extension to develop new information resources stratified by farming experience. Examples of gaps in this study related to access to physical capital (like fencing and buildings), not having enough time to keep good records, and difficulty meeting buyer conditions. Farming experience influences farmers' ability to meet buyer conditions and increase value through production and marketing decisions. Sources of new information and communication channels used differed between farmer groups; however, Cooperative Agricultural Extension resources are perceived positively across all channels. Understanding this methodology can assist new agricultural Cooperative Extension professionals with analyzing their data to develop timely, relevant, reliable information programs, activities, and resources communicated to farm operators.

Presented by: Joel Burnsed
University of Georgia
Authored by: Joel Burnsed
University of Georgia

In Extension, the County Extension Coordinator is the supervisor for all staff in their respective offices. Traditionally, the Coordinator position has been viewed as managerial. With the increase in staff positions/turnover, Coordinators have been strained to manage more staff, creating a need to develop leadership skills. The purpose of this research project was to: describe Coordinator's current perceptions of their leadership practices; and describe the Administrative Assistant's perceptions of leadership practices currently being used by Coordinators.

The theoretical framework that guided this study is Transformational Leadership. Transformational Leadership is defined as a "process whereby a person engages with others and creates a connection that raises the level of motivation and morality in both the leader and follower" (Northouse, 2013). Within transformational leadership there are four leadership factors to be considered. These factors include idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration (Northouse, 2013).

The target population for the study was 20 Coordinators and 20 administrative assistants. The instruments used to gather data were the Multifactor Leadership Questionnaire and the MLQ rater form. The MLQ was developed by Bass to measure behaviors of leaders. The MLQ was sent to CEC's and the rater form was sent to their respective assistants.

The survey received a total of 19 respondents. The largest difference between scores was on the individualized consideration factor. Individualized consideration is, "representative of leaders who provide a supportive climate in which they listen carefully to the individual needs of followers". The mean score of administrative assistants for the individualized consideration factor was 3.40 (fairly often), while the score for CEC's was 4.10 (frequently, if not always) 

The score difference pertaining to individualized consideration is significant in that Coordinators need leadership skills necessary to develop meaningful relationships among staff. The data can be used for developing future Coordinator trainings.

Presented by: Lana Petrie
Virginia Tech
Authored by: Lana Petrie
Virginia Tech 

Students living on and off campus can face barriers that affect their access to needed resources such as food. A college student is in a unique stage of life in that they sometimes balance work, academics, health, extracurriculars, and friend/family relationships. The pressures to balance everything have been shown to influence food access. When a student cannot access the kind of foods wanted or needed, overall health and degree attainment can be negatively impacted. This qualitative research study explores how food access affects students' quality of life in the College of Agriculture and Life Sciences. Students were sent a survey that contained multiple-choice and open-ended questions. CALS undergraduate and graduate students were asked to participate in the study and given three weeks to complete it. When students were asked what barriers affect their access to food, a total of 741 responses were received. The top theme was scheduling, with students citing 24%. Academics was followed, with 15% of students mentioning this affecting their ability to access food. Other areas that impacted one's access to food were money, work, transportation, options, health, and location. A student attending college is a specialized time in which they face barriers that others experiencing food access concerns don't encounter. As higher education continues to grow and expand, the need to look at resources to support students experiencing food access concerns will need to be explored.

Presented by: Matthew Rutter
Clemson University
Authored by: Matthew D. Rutter | Kara H. Rutter | K. Dale Layfield | Christopher J. Eck | J. Shane Robinson
Clemson University | Clemson University | Clemson University | Oklahoma State University | Oklahoma State University 

With the average age of America's farmers at 58, it is wise to consider alternative recruitment ideas to increase this population. The Farmer Bootcamp concept was formalized throughout a series of online courses through a Master of Agricultural Education degree program and has since been implemented with veterans in South Carolina. Service members have a variety of training/educational opportunities they earn in the military. Prior to leaving the military, service members are afforded training ranging from learning the college application process, writing resumes, and establishing small businesses. They are provided with 120-day internship opportunities. However, no programs specifically focused on agriculture. Nearly one in nine South Carolinians are veterans, ranking South Carolina in the top ten of veteran population, per capita. Additionally, 4,700 (14%) of South Carolina farmers are veterans who work nearly 800,000 acres. The objective of this presentation is to discuss the Farmer Bootcamp, a two-day workshop designed to transition military service-members into farming enterprises. Day One provides an overview of business planning, marketing, grant writing, and regulatory information. Day Two focuses on applied skills. The program for Farmer Bootcamp includes skills related to farm ownership; training on available tools and resources, including grants and licensing requirements for agribusinesses; hands-on opportunities of farming techniques in gardening and livestock, and the opportunity to network with farmer veterans and content experts. The development of Farmer Bootcamp occurred throughout a purposeful Master of Agricultural Education degree program. Specifically, assignments in courses such as Advanced Teaching Methods, Research Methods, and Curriculum Design were grounded in the concept of Farmer Bootcamp. Initially started as a course project, it became a model program through integration of content, curriculum, delivery, and evaluation development. These outcomes highlight the value of graduate degrees within colleges of agriculture and the potential for students embarking on a purposeful journey.

Presented by: Rudy S. Tarpley
Tarleton State University
Authored by: Gabriel K. Osei | Rudy S. Tarpley | A. Brant Poe | Chris J. Haynes
Tarleton State University | Tarleton State University | Tarleton State University | Tarleton State University 

This study investigated the perceived training needs of graduating Agricultural Extension Students (AGIA) at Tarleton State University. Graduating AGIA majors (N = 20) were surveyed with a Borich (1980) model which determined their perceptions of the "importance" and their "knowledge" of 20 competencies specific to Extension Students in Texas. The research objectives were: (a) describe the population of graduating extension students at Tarleton State University according to specific demographic variables; and (b) determine and prioritize training needs of AGIA majors utilizing a Borich model of Mean Weighted Discrepancy Scores. The study utilized a descriptive model. All AGIA students were surveyed in the capstone class of AGSD 4330 - Agricultural Extension and Industry Methods. Participants were primarily female (65%) with an average age of 24.40 (SD = 6.18) with 35% coming from rural communities and 30% coming from Suburban communities. Further, the graduating AGIA students completed an average of 3.05 years (SD = 1.46) of high school agriculture classes. Based on Mean Weighted Discrepancy Scores, the students perceived their greatest needs for training to be in plant disease/pest identification, weed management, crop production & management, irrigation & drainage systems, plant identification/classification, plant physiology, soil microbiology, fertilizer/nutrient management, and soil classification. The lowest perceived training needs were in the areas of climate change, global warming and the related impact on the environment, principles of agricultural extension, and the Land-Grant university systems.

Presented by: Shyam Nair
Sam Houston State University
Authored by: Shyam Nair | Candis Carraway | Stephanie Jones | Mark Hainline
Sam Houston State University | Stephen F. Austin State University | Stephen F. Austin State University | Sam Houston State University 

Lack of understanding of the admissions and financial aid processes, ignorance about the breadth of agricultural profession, and the negative stigma associated with agriculture are the major reasons for the diversity gap in post-secondary agriculture. As part of a USDA-funded grant, two universities jointly conducted two summer camps for underrepresented high school students from 10 area schools in 2021 and 2022 to improve diversity equity, and inclusion in higher education in agriculture. The Agricultural Ambassadors from the universities visited the schools in Spring to advertise the camp and to encourage students to apply. Selected students were transported on chartered buses from their schools to UNIVERSITY-1 on a Monday. On Monday and Tuesday, the students engaged in team-building activities toured animal science facilities and interacted with representatives from the poultry and horticulture industries. While at UNIVERSITY-1 students also attended a seminar that focused on post-secondary agricultural opportunities, scholarship/financial aid, and included a student panel discussion. On Wednesday, students were transported to UNIVERSITY-2. Students engaged in another team-building exercise attended a post-secondary informational session and attended faculty- and industry representative- led interactive experiences in various agricultural contexts. The student returned to their schools on Friday morning. Evaluation surveys were conducted at the end of the two camps and descriptive statistics was used to summarize the responses. Results indicated that the participants had high ratings for interactive sessions in Agribusiness (4.3), Agricultural Engineering Technology (4.5), Wildlife management (4.2), and higher education (4.3) in a five-point scale (5 excellent to 1 Poor). The participants' interest in getting a degree in Agriculture increased from 3.8 before the camp to 4.3 after the grant. Financial problems (56.66%) were the major barrier to attending college for the participants. Information sessions in high schools about agricultural job opportunities and financial assistance may help close the diversity gap.