Session moderated by D'arcy Ryder

Presentation 1 - Positive Youth Development Through Golf: Exploring Perceptions of Safe Spaces and Careers in US Turfgrass Industry    
Carson Letot    
Pennsylvania State University

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

Presentation 2 - Climate Literacy for Agriculture and Sustainable Societies (CLASS): Advancing Education for Sustainable Development in Rural Communities    
Daniel Foster    
Pennsylvania State University    

Strengthening sustainable food production and enhancing agricultural productivity are potential key strategies to overcome the challenges associated with global hunger which is exacerbated by climate change. Existing studies reveal a disconnect between agricultural stakeholders and the wider climatological community which impedes informed decision-making in response to climate-related changes in agriculture. We discuss the inception and achievements of CLASS (Climate literacy for Agriculture and Sustainable Societies), a collaborative multi-institutional project that aimed to bridge this gap in perception and understanding regarding climate change among stakeholders in rural communities in the U.S. mid-south. Beneficiaries for this project were students and educators at the secondary and post-secondary levels and partners served by the collaborating institutions. The final products consisted of web-based college-level and dual-credit courses, an interactive 'climate wedges' game for secondary students, educational materials for stakeholders interested in climate-smart agriculture, and a virtual 3-day conference focused on climate literacy-based curriculum enhancement for high school agricultural educators. The conference emphasized the importance of climate change education and outlined opportunities for high school educators to take an active role in teaching students about climate change and its impacts on agriculture and rural communities. The ability to develop online educational materials that are easily accessible and shareable among educators allowed further dissemination of the information to a wider audience beyond the service area of the partnering institutions. Upon conclusion of CLASS in 2022, current efforts in this space consist of expanding the CLASS model to the FSAS (Farmers' school for agricultural sustainability) project and other experiential learning initiatives that aim to build capacity for sustainable agriculture-focused outreach, education, and research while promoting global engagement and partnerships.
 

Presentation 3 - Experiential Learning Through Extension Activities: Sheep Day at Utah State University    
Chad Page    
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.
 

Presentation 3 - Using Therapeutic Horticulture to Increase Academic Resilience in College Students    
Elizabeth Diehl    
University of Florida    

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

Presentation 4 - Growth and Development of Adults with Developmental Disabilities Through Agriculture    
Ryan Noack
Montana State University

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