Session moderated by Carolyn Copenheaver

Presentation 1 - Empowering Transfer Students Through a Flexible Summer Undergraduate Research Program    
Jennifer Drew    
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.

Presentation 2 - Leaders in Literacy: A Measure of College Students' Scientific Literacy Skills    
Kevin Curry    
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.
 

Presentation 3 - Exploring the Financial Capability of Undergraduate Students Pre/Post Pandemic    
Martie Gillen    
University of Florida    

This study explores the impact of an undergraduate personal finance elective course on students’ financial capability. Data were collected from students in 2017 (N=176) and 2022 (N=152) with two cohorts almost equally spaced apart from the start of the pandemic. Thus, this study provided a unique opportunity to study impacts pre/post-pandemic. The objectives include providing 1) an overview of college student financial capability; 2) the current study results; and 3) future considerations. Evidence of increased financial knowledge and confidence and performance of positive financial practices was found in both time periods. Students in the 2022 cohort were asked if the pandemic affected their financial behaviors with 62% responding “yes”. They reported job/income loss, decreased discretionary spending, more cautious when spending, increased awareness regarding the impact of the economy on personal finances, increased savings, and increased online shopping including impulse purchases. The implications for educators include beginning instruction with a pre-test to measure students’ baseline knowledge and behaviors. Doing so can inform subsequent instruction, such as spending more time on topics that students don’t understand well. Second, share the positive impacts of courses with students, peer educators, and key institutional stakeholders. Positive “buzz” among students can increase course enrollment and reports for administrators about course impacts can support advocacy efforts to convert an elective into a course that is required. Lastly, the course included multiple learning activities. Exams were worth only 25% of grades and open book/resource, while the chapter assignments were worth 40% and the personal financial project, 35%. In other words, no student could pass this course without getting personally involved in the subject matter. Hands-on learning activities may have affected the statistically significant rise in post-test scores for financial knowledge, behaviors, and confidence and is desirable to make the study of personal finance “personal” to students.
 

Presentation 4 - Participation in Production Practices Common to the Industry Increases Motivation and Confidence in Early Career Agriculture Students    
Mary Mahan    
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.