Presented By: Laura Bowling, Pennsylvania State University
Co-Authors: Michael Mashtare, Pennsylvania State University

An interinstitutional capstone course at two land grant institutions for interdisciplinary environmental science-related majors was initiated in spring 2022. This course, run synchronously at both institutios, enabled students to collaborate and network with students outside of their home institution. Local community-focused service-learning projects (SLPs) provided students with hands-on, practical application of their foundational knowledge. Interinstitutional special topics (IST) presentations and discussions at both institutions (connected via Zoom) allowed students to delve into controversial issues within the realm of environmental science. End-of-semester anonymous surveys using a 7-point Likert scale and open-ended questions were used to assess student perceptions on course effectiveness. Means for Likert scale responses (MR) were calculated on a scale of zero (strongly disagree) to six (strongly agree) with MR >3 suggesting agreement and MR <3 suggesting disagreement. Responding students (n=36, 75%), aggregated across 2022 and 2023, reported that they enjoyed their SLP (89%, MR=5.11) and working in their groups (94%, MR=5.19); felt it created a sense of community (77%, MR=4.74); gained new skills/knowledge (97.2%, MR=5.22); were proud of their deliverable (97.2%, MR=5.22); felt their project would have continuing impact (86.2%, MR=4.69); and would continue to work on future SLPs because of the experience (88.9%, MR=4.92). Student responses regarding ISTs were similar, with students reporting they enjoyed their IST (91.7%, MR=5.06); gained new skills/knowledge (77.8%, MR=4.42); enjoyed working across institutions (66.7%, MR=3.97); improved networking skills (66.7%, MR=3.97); and were proud of their deliverable (91.7%, MR=4.92). Overall, students said the course environment was supportive (97.2%, MR=5.53) and fostered community (91.7%, MR=5.39). They enjoyed the interinstitutional component (69.4%, MR=3.89), felt it added value (66.7%, MR=4.17), and found the virtual workshop effective (100%, MR=5.39). Students also felt they were able to meet the course learning objectives (88-100%). The presentation will discuss these results, challenges, and lessons learned.

Presented By: Chelsea Arnold, West Texas A&M University

Junior and senior level agribusiness courses are often strongly focused on the preparing of students for entrance to their future careers. This project presents an explanation of the restructuring of the course Advanced Agribusiness Management, a senior level course. It was restructured from the conventional pedagogical methodologies to embrace an innovative approach centered around experiential learning and building a classroom community of peers. Historically, this class and its lectures with PowerPoint slides, quizzes, and exams were the foundation of the course with one end-of-the semester group project; while students still succeeded in this format, a new approach was introduced.

In this restructured course, every class meeting was based on interactive activities, small and large group discussions, casual debates, and mini case studies to engage students and allow them to connect to the material both on a personal and professional level. The shift in focus was a deliberate move to bridge the gap between theoretical knowledge and practical application, aligning the learning process with the complexities and intricacies of the agribusiness industry. The absence of traditional PowerPoint lectures, quizzes, and exams allowed for a more fluid and dynamic learning environment. Daily, students were actively involved in applying advanced concepts to authentic agribusiness challenges. Allowing students to focus on their collaborative and problem-solving skills, preparing them for the demands of careers in agribusiness sector.

This project will showcase the innovative instructional strategies employed, illustrating how each class session became a forum for hands-on learning experiences and include commentary from previous students that participated in the class and are now in their career fields. Attendees will gain insights into the benefits of this learning approach, including increased student motivation, improved retention of knowledge, and enhanced readiness for real-world agribusiness scenarios.

Presented By: Mary Brakke, University of Minnesota
Co-Authors: Aaron Hauger, University of Minnesota

Once the domain of individual researchers, science is now primarily a team enterprise. Small and large teams of researchers from multiple and often disparate disciplines are the drivers of knowledge and innovation. Teams that seek to address complex, real-world issues frequently involve collaboration among researchers from different disciplines as well as partnerships with stakeholders in diverse sectors of society. As part of a NIFA-funded Coordinated Agricultural Project focused on developing pennycress as a novel cash cover crop with economic and ecosystem benefits, we designed a 10-week internship program to prepare students for collaborative, cross-disciplinary research. Project collaborators included researchers at four different universities and one private enterprise in the Midwest. Students completed research projects with one of the following project research teams: plant genetics and breeding, ecosystem services, agronomy, supply chain management, or education/outreach. In addition to completing discipline-specific research projects, students attended talks given by researchers on other teams and regularly interacted with students working with other research teams. We used a mixed methods approach to assess program impacts. Pre- and post-internship surveys provided a subjective assessment of students' research competency and confidence in conducting research. Student interviews were conducted 6 months after students completed the internship program. Recorded interviews were analyzed for emergent themes related to research competency, recognition of disciplinary approaches to research, interdisciplinary collaboration, and skills and abilities important to collaboration. Students reported gains in more than a dozen different research-related activities in which they participated. Student responses suggest that novice researchers gain some awareness and appreciation of differences in research approaches among disciplines as well as skills and abilities important for collaborative, cross-disciplinary research.

Presented By: Cari Cearley, Oklahoma State University
Co-Authors: Craig Edwards, Oklahoma State University
Lauren Lewis Cline, Oklahoma State University
Courtney Patrice Brown, Oklahoma State University

Today's agricultural workforce must develop its diversity consciousness to thrive in an ever evolving and increasingly more culturally diverse society. This study's purpose was to explore the transformative learning experience of students completing an agricultural leadership undergraduate diversity course at a land-grant university located in the Great Plains. A qualitative research design assessed the level of transformative learning experienced by students. Phenomenological methodology (Moustakas, 1994) offered deeper insight into the essence of students' lived experiences while qualitative theoretical coding analysis allowed investigation into the degree of transformative learning that transpired throughout the course. Quantitative measures included Chi-squared analysis, with the Phi correlation coefficient indicating effect size of categorical variable associations. Undergirding this study was Mezirow's transformative learning theory (1991, 2000), which posits that the development of new worldviews occurs by lensing prior learning and experiences through newly acquired knowledge. Students' responses from reflective essays assigned at the course's beginning and end were interpreted using Boyer et al.'s (2006) theoretical coding rubric, which revealed their motivations to succeed in a multicultural workforce. Students recognized the importance of diversity consciousness, perceiving that embracing differences produces fresh perspectives which in turn enhance collaboration. An association between gender and the stages of transformative learning was identified, suggesting gender may affect student engagement with, and progression through, the stages of transformative learning. The course was treated as a phenomenon, and, therefore, investigated via students' lived experiences with multicultural and diversity consciousness concepts. Our results could inform the design of multicultural and diversity consciousness programming in higher education to effectively guide students through cognitive dissonance experienced while traversing the various phases of transformative learning. Future research should continue to explore the transformative learning process to improve student diversity consciousness outcomes, especially as such pertains to preparing an effective global workforce.

Presented By: Madison Dyment, University of Florida

This study explores the perspectives of students and faculty members within the [Blinded Institution] Department of [Blinded] regarding its undergraduate honors thesis program. The purpose of this qualitative study was to leverage these key perspectives for the betterment of the undergraduate honors thesis experience for both students and faculty alike. Using qualitative interviews with both stakeholder groups for data collection, we discovered valuable insights and opportunities for the experience's enhancement. One overarching theme from the interviews was the mutual desire among both groups to foster stronger relationships amid participants. Stakeholders expressed a desire for a more collaborative and supportive environment, emphasizing the importance of interpersonal connections. Another finding was the need for increased clarity throughout the honors thesis process. Both groups reported ambiguity regarding expectations and requirements. Enhancing communication and providing comprehensive guidelines emerged as essential areas for improvement. Participants believed that a structured framework, including clear milestones and checkpoints, would streamline the thesis experience for students and alleviate the burden on faculty members, addressing concerns about the time commitment required. These expressed time concerns highlighted a need for more sustainable ways to engage faculty in advising roles. Finally, the study emphasized the need for increased and targeted promotion of the undergraduate honors thesis experience. Both students and faculty expressed a belief in the program's merits but indicated that many eligible students remained unaware of its existence or benefits. In conclusion, this study's insights from students and faculty underscore the importance of fostering relationships, enhancing clarity, providing guidance and structure, and improving the promotion of the undergraduate honors thesis program at the [Blinded Institution] [Blinded Department]. Implementing these recommendations, as is happening at the [Blinded Institution], can enrich and boost the accessibility of the honors thesis, and can similarly impact programs in other colleges or institutions.

Presented By: Emily Griffith, Oklahoma State University
Co-Authors: Carrie Baker, University of Florida
Sarah Bush, University of Florida
Jason Headrick, Texas Tech University
 Lauren Lewis Cline, Oklahoma State University
Hoyt Nebgen, Texas Tech University

Reports by the Association of Public and Land-grant Universities (APLU) and studies conducted with Food, Agriculture, Natural Resources, and Human Sciences (FANH) faculty have identified employability skills important for agricultural and natural resources graduates. Many skills mentioned are also identified as leadership skills, such as identifying and solving problems, decision making, communication, conflict resolution, and navigating change. This study identified the needs of FANH faculty for integrating employability and/or leadership skill development in undergraduate courses serving FANH students. Participants were faculty members representing all college of agriculture (COA) departments at three land-grant institutions. Semi-structured interviews were conducted with 18 FANH faculty to understand their perceptions and needs related to teaching leadership skills in their curricula. Qualitative data were coded using in-vivo and pattern coding to establish themes. The five themes that emerged were: (a) we need help teaching communication skills; (b) we think a college-wide course should teach it; (c) we know student need it, but we can't teach it; (d) we aren't all willing to do this; and, (e) we don't know how to assess it. FANH faculty recognized the need to develop student leadership skills but differed significantly on who responsibility it was to ensure this occurred during a student's academic career and how to assess it. Recommendations are for COAs to explore a college-wide required course for students focused on leadership skill development. Professional development for FANH faculty in assessing leadership-related learning objectives is also recommended. Understanding the needs of FANH faculty regarding the integration of leadership skill development will aid agricultural leadership educators in developing undergraduate level curricula to address employability skill gaps among FANH graduates.

Presented By: Cheryl Wachenheim, North Dakota State University

This presentation will introduce a variety of means to bring humor into the classroom. We will discuss the benefits of humor, forms of humor, and how to mitigate the risks associated with introducing humor into the classroom. The literature supports that happy students are more open to learning, and that, well applied, introducing humor can contribute to a positive social and emotional learning environment. Demonstrated benefits include fostering learning, improving understanding, increasing retention, motivating students, increasing attendance and student interest, reducing anxiety, facilitating connections, diffusing conflict, and building trust. We will discuss a variety of techniques for introducing humor such as short riddles and jokes, videos, stories, personal experiences, pictures, memes, and improvisational discussion, and discuss the importance of relating the humor to the student experience. We will discuss associated risks of introducing humor and how those risks can be mitigated. For example, an important consideration for many is that it certain humor would potentially be perceived as inappropriate. This can be mitigated by trying out your intended statements with several people who can help you identify if you missed something that might offend. Other risks are associated with students not quickly relating to the humor or that they simply don't recognize it. For example, it turns out the riddle “why can't you hear a pterodactyl go to the bathroom?” is not funny to those who do not know how to spell it. Another common occurrence is referencing examples that students may not be familiar with (e.g., songs or movies from a prior era). In summary, the intent is to introduce humor by example (that is, we intend this presentation to be fun for participants), and set everyone up for success.

Presented By: Heather Young, University of Florida
Co-Authors: Shirley Baker, University of Florida
JC Bunch, University of Florida
Grady Roberts, University of Florida
Nicole Stedman, University of Florida

This presentation will provide an overview of the study conducted for my dissertation. I will discuss the objectives of the course utilized and how cooperative group learning and explicit critical thinking instruction were incorporated. I will briefly explain the QUEEN Model and go into more detail with the findings of this study, and my recommendations for future practice.

This study aimed to determine the impacts of cooperative learning paired with the case study teaching method on students’ critical thinking abilities and depth of ability. Specifically, this study examined the effects of cooperative group learning on students’ critical thinking abilities and depth of ability, as assessed by the QUEEN Model for Assessing Critical Thinking and its five critical thinking behavioral constructs, guided reflection statements, and concept maps. Data were collected over two semesters from an undergraduate course in which 42 students participated. This study utilized descriptive statistics and paired-samples t-tests to describe students’ critical thinking ability. Hedges’ g was used to determine effect size.

Quantitatively, of the five constructs, Evaluation was the only statistically significant (p = .025) construct for critical thinking ability between groups. Qualitatively, the treatment group identified more concepts in their concept maps overall and a greater depth in Evaluation, while the comparison group displayed more depth in Understanding and Explanation with more relationships and connections identified in their maps.

Overall, cooperative learning was shown to impact ability and depth of ability in the Evaluation construct by having the highest mean, being statistically significant, showing the greatest depth of ability, and displaying a large effect size within the treatment group. Evaluation was the only statistically significant behavior with a medium effect size between the treatment and comparison groups. Understanding and Explanation showed the greatest depth of ability among the comparison group.

Quantitatively, of the five constructs, Evaluation was the only statistically significant (p = .025) construct for critical thinking ability between groups. Qualitatively, the treatment group identified more concepts in their concept maps overall and a greater depth in Evaluation, while the comparison group displayed more depth in Understanding and Explanation with more relationships and connections identified in their maps.

Overall, cooperative learning was shown to impact ability and depth of ability in the Evaluation construct by having the highest mean, being statistically significant, showing the greatest depth of ability, and displaying a large effect size within the treatment group. Evaluation was the only statistically significant behavior with a medium effect size between the treatment and comparison groups. Understanding and Explanation showed the greatest depth of ability among the comparison group.

Presented By: Kellie Claflin, The Ohio State University
Co-Authors: Sudarshan Adhikari, The Ohio State University
Hayley Milliron, The Ohio State University
Manita Thapa, The Ohio State University
Alexis Zickafoose, The Ohio State University

Grades allow instructors to communicate about student learning and provide a benchmark for students to understand their progress. However, traditional grading can misrepresent learning through averaging scores and diminish student learning and motivation. The concept of ungrading was employed in a graduate-level course in the fall of 2023 to encourage learning and minimize the concerns of traditional grading. Ungrading can be implemented in several ways, but foundationally, it eliminates number or letter grades on individual assignments, instead emphasizing feedback. In this course, the instructor provided feedback, and students completed written self-assessments of their learning at the mid- and end-points of the term, followed by an in-person meeting with the instructor. The students proposed a final letter grade based on their assessment of their learning and effort. As an instructor, the ungrading approach eliminated grading stress and made it more meaningful to emphasize feedback and learning. Additionally, it was rewarding to observe student progress through the self-assessment meetings and the application of feedback. When providing feedback and assessing the final course grade, balancing mastery of material with effort and timeliness remained challenging. Student feedback on ungrading was overwhelmingly positive. Most students mentioned a stress-free learning environment and ownership of their learning. Students tied many of these insights to the self-assessment meetings and reflection. Negative reactions addressed class prioritization. The students underscored this class received a lower priority if there were hard deadlines in other courses or because of traditional grading practices. We recommend future ungraded classes foster a space for dynamic discussions and encourage participation for all students to promote learning objectives and accountability. While the ungrading approach may not be the best fit for all classes, it can successfully promote skill mastery and lessen student and instructor stress while emphasizing learning.

Presented By: Farish Mulkey, Abraham Baldwin Agricultural College
Co-Authors: Elle Carter, Abraham Baldwin Agricultural College
Grace Dooley, Abraham Baldwin Agricultural College
Sallie McHugh, Abraham Baldwin Agricultural College

Due to the volume of material taught in teacher preparation programs, it can be challenging for students to be engaged to gain the most knowledge from the courses. Activities that closely simulate the upcoming roles of teachers help the preservice teachers better understand the course material presented and the expectations of their future workload. By using these activities in preservice teacher programs, the students receive hands-on experience. In two of the senior cohort classes, Agriculture Practicum and Early Clinical Experience in Ag Education, students follow a model where they receive experience from going into classrooms, team-teaching, completing 10 “pick 10” events outside of class time, and facilitating events for current middle and high school level agriculture students. Following the simulations that the students complete, they must reflect on what they have learned, along with ways to use the knowledge they have gained from the simulation in their future classroom. One simulated activity the students did was developing and coordinating a Youth Ag Challenge for over 800 students. This simulated teaching style has proven to be effective as the graduating students are more prepared as first-year teachers for how to handle the different varieties and levels of tasks that they will be facing during their time in and out of the classroom than those of programs with little or no simulated teaching style. The education field employs 95% of the students from the 2023 cohort (n=43). “Research documents a positive connection between teachers' subject matter knowledge and their performance in the classroom; it has been established that teachers with advanced preparation (in addition to typical coursework and fieldwork experiences) in teaching methods and strategies have a greater chance of successful longevity in the classroom (Landon-Hays et al., 2020).