Session moderated by Taylor Hendricks

Presentation 1 - Teaching for Career Success: An Agricultural Industry Perspective of Preparedness Needs for Diverse Workforce Development    
Casandra Cox    
University of Arkansas    

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

Presentation 2 - Credibility Judgments in Higher Education: A Mixed-Methods Study Detecting Misinformation from University Instructors    
Katie Corbitt    
Auburn University    

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

Presentation 3 - Ag Entrepreneurship Education Best Practices: A Teaching Journey    
Mark Gagnon    
Pennsylvania State University    

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

Presentation 4 - Harvesting the Future: The Launch of a School of Agribusiness and Food Innovation in a Midwest University    
Shane Bowyer    
Minnesota State University, Mankato    

The food industry is an essential sector in the United States, and one that has been greatly impacted by the COVID-19 pandemic. The pandemic has caused significant disruptions to the food supply chain, resulting in shortages and higher prices for consumers, highlighting the importance of the primary sector in the US, including agriculture and food production as the nation's food security has been put at risk. To address these challenges and ensure a sustainable future for the food industry, it was proposed the establishment of a new School of Agribusiness and Food Innovation at a Midwest university.

The research for the proposal included a thorough examination of the current state of the agribusiness and food industries in the Midwest region of the United States, including the challenges and opportunities that exist within these industries. It also involved a review of the current literature on the importance of sustainable practices, as well as the role that education and innovation can play in addressing these challenges. Additionally, the study investigated the existing agribusiness and food programs offered at universities in the surrounding region, as well as a comparison with similar programs at universities in other regions of the United States. The research involved interviews and surveys with stakeholders including students, farmers, food industry leaders, and university faculty and administrators to gather their perspectives on the need for and potential benefits of the new school. Finally, the study looked at the potential economic and social impact, as job creation and economic growth in the region, as well as improving food security and sustainability.
Overall, the research for the article was a comprehensive examination of the current state of the agribusiness and food industries in the Midwest region, as well as an analysis of the potential benefits and impact of establishing a new school.