Session moderated by Jennifer Clark

Presentation 1 - Rethinking Fellowships: The Application of a Fellowship Program in the Context of Agricultural Research and Extension    
Lauri Baker    
University of Florida    

Students training to practice in medicine often participate in a fellowship program, where students receive specialized training in new skills and topic areas. These programs develop students to be future agents of change; so, can these programs pose the same benefits for students outside of medical training? Additionally, students need training in working within interdisciplinary contexts, which is extremely important for the success of agricultural and Extension scholars addressing complex problems. An interdisciplinary center designed a fellowship program to focus on Cooperative Extension and social science. The purpose of this study was to explore the innovative model to apply the concept of a fellowship program within the context of Cooperative Extension and social science. Specific objectives included: 1) describe the student demographics of the fellowship program; and 2) describe the overall process of the fellowship program. Seven students from two colleges and five academic departments were accepted into the fellowship program. The goal of the fellowship program was to create well-rounded scholars working in agricultural-related fields. Fellows participated in professional development sessions on a variety of topics. Fellows also worked together on a project related to agricultural health and safety where they collect data and design an intervention based on the data collected. Students who participated in the fellowship program received a funded public opinion panel that would be shared among the fellowship cohort worth $10,000 and a professional development stipend. Overall, the fellowship program proved to be effective in providing students with interdisciplinary opportunities to participate in research and Extension. This program could be replicated at other institutions; however, limitations in program implementation do exist with the main two being funding and time.

Presentation 2 - Examining Food Insecurity Among Graduate Students at Auburn University    
Makeda Nurradin    
Auburn University    

Food insecurity is a major challenge impacting the health and academic performance of college students, including graduate students. This study aims to evaluate the level of food insecurity among graduate students at Auburn University. A questionnaire was administered to collect data on the food purchasing habits, dietary habits, and perceived food security of graduate students. The questionnaire was based on the USDA's standard measure of food security. The results revealed that a significant portion of graduate students at Auburn University experience food insecurity, with over 50% reporting difficulty in affording sufficient food to meet their needs. Moreover, graduate students facing food insecurity are more likely to experience negative health outcomes such as skipping meals, being hungry but unable to eat, and reducing the variety of foods they consume. These findings have important implications for Auburn University and other universities. The results highlight the need for universities to acknowledge and address the issue of food insecurity among graduate students. This can be achieved through providing financial aid or food support programs such as food pantries or meal vouchers. This study provides valuable insights into the extent of food insecurity among graduate students at Auburn University and underscores the importance of addressing food insecurity among this population. Implementing policies and programs that support graduate students' food security can have a positive impact on their well-being and academic success, as well as contribute to the overall health and prosperity of the university community.
 

Presentation 3 - Do We Have the Capacity? Faculty Perspectives of Developing an Online PhD Program    
Debra Barry    
University of Florida    

Flexibility in learning has been a key factor in all areas of education in recent years. As more learners are motivated to take online classes, higher education institutions like The University of Florida are responding by expanding their online offerings. In order to explore the development of an online Doctor of Philosophy (PhD) degree program, The University of Florida's Agricultural Education and Communication (AEC) Department formed a taskforce. The taskforce conducted a needs assessment that included examining faculty perceptions of offering such a degree program. Limited online PhD programs exist nationwide in AEC-like departments, with a variety of nuances and models. An online PhD in this department is not currently offered for a variety of anecdotal reasons, including faculty capacity for teaching and advising, and perceived program graduate needs. Prior to launching an online PhD program, it was vital to conduct a thorough assessment to understand the needs, models, and potential resources needed for an online PhD program. This study included two virtual focus groups with 11 total faculty ranging from early to late career. This presentation will outline the goals and findings of the AEC online PhD taskforce, the needs assessment process, results of the faculty focus groups, and a discussion with attendees about their perceptions of online doctoral degrees. Many of the faculty did not have pre-Covid experiences with teaching and advising graduate students online and expressed concerns about the teaching and advising capacity of the department. An online PhD or EdD in AEC could be an opportunity for the AEC department to be a national leader in expanding the scope of graduate degree programming. An AEC Online PhD would need additional resources to be successful, including faculty and staff, e-learning support, and advising support.
 

Presentation 4 - Keeping It Real: Using Reality TV to Increase College Students' Agricultural Literacy    
Erica Summerfield    
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.
 

Presentation 5 - Student Perceptions and Impacts of a Graduate-Level Professional Development Course    
Reynilda Monteza    
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.