Presented By: Daniel Ayisi Nyarko, Iowa State University
Co-Authors: Ben Chamberlain, Iowa State University
Nate Dobbels, Iowa State University
Fallys Masambuka-Kanchewa, Iowa State University

Academic advising has recently become a subject of discourse in higher education institutions, as many are striving to boost student enrollment and improve retention rates. However, research has paid little attention to students' perspectives on advisors' performance and its influence on their academic success. The purpose of this study was to explore undergraduate students' perspectives of academic advising. Mixed methods techniques were adopted. A four-year data was collected from undergraduate students who received advising services from faculty and staff between 2020 and 2023 using a questionnaire and a checklist. Descriptive statistics were used to analyze the quantitative data, while a thematic approach was used to analyze the qualitative data. The results revealed that students perceive staff and senior faculty to be knowledgeable about university support systems and very friendly and supportive in guiding them in course selections. In contrast, junior faculty were found to have limited knowledge of available courses, requirements for undergraduates' graduation, and available opportunities in the university for students. The findings also revealed a gap in staff and faculty knowledge about career paths and life goal advising for students. Most of the students indicated that staff and faculty were not able to help them clarify their career and life goals. The findings indicate a strong need for training on students' career guidance for staff and faculty to enable them to support students' academic and life success. This study adds to knowledge on the growing body of literature on the importance of academic advising on students' career and academic success.

Presented By: Kameron Rinehart, Texas Tech University
Co-Authors: Clarissa Darby, Texas Tech University
Jason Headrick, Texas Tech University
D'arcy Ryder, Texas Tech University

Professional membership organizations have been a part of the agricultural education profession for more than a century (Connors, 2021). These organizations have expanded over time to include faculty, staff, undergraduate and graduate student members. This study aimed to investigate graduate students' sense of belonging in organizations associated with the agricultural communication, education, and leadership (ACEL) discipline. Researchers utilized qualitative research methods to conduct one-on-one, semi-structured interviews with graduate students belonging to six organizations. Organizations include the American Association for Agricultural Education (AAAE), North American Colleges and Teachers of Agriculture Organization (NACTA), Association for Communication Excellence (ACE), National Agricultural Communications Symposium (NACS), Association of Leadership Educators (ALE), and the Association of International Agricultural and Extension Education (AIAEE). Interviews were conducted over Zoom, and data was analyzed through a three-stage coding process (Stake, 1994). Researchers completed the coding process and combined codes to develop the emerging themes. Data was validated through rich descriptions and audit trails. Emerging themes highlight the graduate student perspective: 1.) Impactful Professional Organizations Membership; 2.) Student Recognition Needs; 3.) Underrepresented Voices; 4.) Membership After the Conference. This study is consistent with previous literature showcasing the benefits of graduate membership in professional organizations, yet there are areas of improvement to enhance graduate student experiences. Outside of the annual conferences, there are minimal opportunities for graduate students to be involved. We recommend involving graduate students in decision-making processes, establishing a graduate student representative on governing boards, and creating specific cohorts to facilitate interaction and networking among graduate student members. Additionally, future research should investigate faculty members' sense of belonging in organizations. Future research and modifications to current practice can advance professional organizations and increase to positively impact graduate students' sense of belonging as dues-paying members of these organizations.

Presented By: Hannah Shear, Oklahoma State University
Co-Authors: Chelsea Arnold, West Texas A&M University
Tony Caruso, Oklahoma State University

Preparing the next generation of agricultural educators, policy influencers, researchers, and extension personnel is an ongoing and important task for graduate programs. Graduate programs focus on preparing students for research and rely heavily on coursework instruction. There however is minimal emphasis on preparing graduate students for their roles after their degree in either university teaching or extension. This research aimed to assess current graduate students in their perceived preparedness for a role in extension or teaching in higher education. This study utilized a survey sent to department heads within the field of agricultural economics to share with their current graduate students. A total of 194 surveys were collected from the participating universities, containing both quantitative and qualitative questions. Of the responses received, data was cleaned and analyzed using qualitative coding and statistical analysis. Participants responded that teaching was an opportunity provided during their program. However, while teaching was an opportunity, when describing their role, the majority of respondents said grading and holding office hours was their teaching experience. Respondents replied that they did not have a teaching mentor or have someone review their teaching evaluations with them. As graduate programs prepare the next generation of agricultural educators and extension personnel, a focus on the importance of preparing teaching and extension education is imperative. This study offers insight into the preparation and perception of preparedness of graduate students in teaching and extension. It also allows for a qualitative analysis of graduate programs to understand the intricacies of coursework, mentorship, and career preparation.

Presented By: Jenna Girman, University of Illinois
Co-Authors: Amy Leman, University of Illinois

Lent’s (1994) Social Cognitive Career Theory (SCCT) models the impact of socio-cognitive variables, such as person inputs (race/ethnicity, gender, geographical location) and contextual affordances on individual career interest, goals, and actions. Undergraduate students enrolled in introductory animal science courses come from diverse backgrounds that can impact their learning experience and eventual career decisions. Because of their individual diversity, it is expected that these students will be diverse in terms of their socio-cognitive variables. Utilizing the principals of SCCT, the effect of an introductory animal science course on student career choices and desire to pursue an animal science related career was investigated. The relationship between person inputs in animal science majors and who they contact for career advice was also determined. Respondents answered a series of survey questions using the QualtricsTM platform regarding their experiences upon completion of the course. Survey responses indicated the impact of introductory animal science courses on career goals of students before versus after completion of the course. Qualitative responses were coded based upon themes and analyzed in QualtricsTM. Students reported that the course experience increased their ability to picture themselves in multiple types of jobs. Qualitative responses indicated that the course solidified students’ career decisions and helped to expand their knowledge of animal science careers. Course experience also increased (P<0.05) students’ desires to work with large animals compared with prior to the course. In addition, participants from production agriculture backgrounds were more likely to know someone in their chosen career field than their urban/suburban counterparts, potentially increasing a student’s confidence in pursuing this career field. This study may help other introductory animal science courses to provide relevant educational experiences that will assist students in narrowing down career goals, and exposing them to career types in animal science that they may not have otherwise had knowledge of.

Presented By: Danhong Chen, Sam Houston State University
Co-Authors: Mark Hainline, Sam Houston State University
Tim Pannkuk, Sam Houston State University
Philip Saucier, Sam Houston State University
Kyle Stutts, Sam Houston State University

Over the last decade, college tuition has experienced an average annual increase of over ten percent. Students often resort to multiple funding sources such as family contributions, work income, scholarships, and other financial aid to meet the escalating costs of higher education. This study aimed to investigate the roles of family financial support and taking a job in shaping the academic success of college students. A sample of 206 students in the School of Agricultural Sciences at a four-year college reported their FAFSA results and job status on their scholarship applications for the 2024-2025 academic year. Approximately 53% of the students made work commitments while pursuing their college degrees, with approximately 29% working less than or equal to 20 hours and nearly 24% exceeding 20 hours per week. Two sample t-test results did not show significant differences in estimated family contribution (EFC) in the previous year and overall GPA between students with jobs and those without. The ANOVA results unveiled significant differences in overall GPA among students with varying weekly work hours (0, 1-20, and more than 20 hours) (p<0.05) but no significant difference in EFC across various levels of working hours. Multiple regression results further indicated that students who worked between 1 and 20 hours per week achieved higher GPAs than their non-working counterparts (p<0.01). However, working more than 20 hours per week and EFCs were not significantly associated with GPAs. With mixed findings in the past, family financial support emerged as a non-significant contributing factor to academic success in this study. Consistent with prior research, part-time employment was found to alleviate students’ financial burden and improve their practical knowledge and motivation for academic achievement. However, as an excessive commitment, working more than 20 hours per week might adversely impact classroom engagement, thereby not contributing to academic success.

Presented By: Karl Jicha, North Carolina State University

The impact of a post-secondary education can manifest itself in a graduate's professional and personal spheres and affect financial standing, career trajectory, interpersonal skills, and the propensity for community engagement. An attempt to measure the comprehensive impact of a degree was made by the Agricultural Institute (AGI), an Associates of Applied Science Program at North Carolina State University. This presentation will highlight efforts to quantify the long-term personal and professional impacts of a degree in this specialized associate's degree program. The theoretical framework for this study was based on Mezirow's (1975) Transformative Learning Theory and Becker's (1964) Human Capital Theory. An exploratory sequential research design was utilized where a series of focus groups were conducted to aid in the development of a survey that was sent out to program alumni. This qualitative descriptive study consisted of 31 questions that were predominantly open-ended and Likert scale in nature investigating the personal and professional impacts of their AGI degree. Data were collected from 237 alumni who graduated between 1962-2022. Researchers found alumni developed a range of long-term personal and professional connections, practical knowledge and technical skills, the ability to network, an enhanced sense of confidence and self-reliance, and exposure to new career opportunities. Alumni also indicated they were better prepared for their first job, they had broader career options, and felt strong commitments to civic organization because of their education and experiences. The majority (over 80%) of alumni stayed in North Carolina and have continued their involvement in the state's agricultural industry largely due to the impact of their degree. The findings of this study provide invaluable information for key stakeholders, potential students, and peer institutions on the overall value of a degree.

Presented By: Christopher Estepp, University of Arkansas
Co-Authors: Will Doss, University of Arkansas
Donald Johnson, University of Arkansas

Undergraduate student retention has been a persistent issue across institutions of higher education including colleges of agriculture. This is detrimental to the agricultural industry as projections predict a shortage of qualified agricultural graduates. During the fall 2022 semester, of the first-time freshmen students at [University] who entered the college of agriculture, 85.6% returned to the university as sophomores. However, 13.2% of these returning students transferred to majors outside of the college of agriculture, representing a loss of both enrollment and human capital for the agricultural industry. Thus, the purpose of this study was to determine if significant (p < .05) differences existed on selected variables between students returning as college of agriculture majors (stayers; n = 170) and students returning to [University] as majors in other academic colleges (leavers; n = 26). Initial data were collected using an in-class survey (n = 229) during the fall 2022 semester; enrollment data for fall 2023 were provided by the registrar’s office. There were no significant differences between stayers and leavers for student club membership, attendance at the college of agriculture welcome event, on-campus residence, or first-generation college student status. However, stayers and leavers differed significantly on major (agriculture vs. human environmental sciences (HESC)) and sense of belonging in the college. HESC majors were significantly (p < .001) more likely to be leavers as compared to agriculture majors, with an odds ratio of 4.60, 95% CI [1.79, 11.87]. Leavers (M = 4.08, SD = 0.82) had a significantly (p = .05) lower sense of belonging in the college as compared to stayers (M = 4.36, SD = 0.62). Retention efforts should focus on engaging students to help develop a better sense of belonging in the college of agriculture, while further research should determine why HESC majors are more likely to leave the college.

Presented By: Joshue Lewis, Texas Tech University
Co-Authors: Kalynn Baldock, Eastern New Mexico University
Amy Boren-Alpízar, Texas Tech University
Carlos Duran, Texas Tech University
Jessiann Dusenbery, Eastern New Mexico University
Brianna Fryman, Eastern New Mexico University
Erica Irlbeck, Texas Tech University

Psychological Capital [PsyCap] is a model with four pillars (hope, self-efficacy, resilience, optimism, or HOPE) (Lin, 2020). PsyCap reveals how resources drive student motivation, well-being, and success (Guerrero-Alcedo et al., 2022). It plays a crucial role in student success but remains underexplored in agricultural colleges. Comparing PsyCap in agricultural undergraduate students can reveal unique challenges and opportunities, ultimately influencing their academic performance and mental health. In a multiple case study, researchers explored and compared the insights of PsyCap HERO constructs among undergraduate students from agricultural colleges at two Hispanic Serving Institutions (HSIs): a doctoral university (D-HSI) and a master's university (M-HSI). Twenty students from diverse backgrounds were interviewed to understand their hope, self-efficacy, resilience, and optimism. Through in-depth analysis, key themes and patterns in PsyCap emerged and were compared between the universities. The study followed strict qualitative standards to ensure accuracy and minimize bias, offering valuable insights into PsyCap variations among undergraduate students. The data unveiled key themes shaping PsyCap in undergraduates across the two universities. Hope revolved around personal aspirations, family support, and career goals. However, D-HSI students mentioned overcoming challenges and societal stigma. Self-efficacy focused on personal growth, time management, and, for D-HSI, personal commitments and adjustments. Resilience emphasized social support and self-care, with D-HSI adding organization and M-HSI highlighting tackling challenges. Optimism, shared by all, centered on personal connections. D-HSI explored academic and personal benefits, along with a supportive community, while M-HSI focused on a sense of belonging and a positive college experience. PsyCap factors vary among agriscience students across universities. Tailored interventions addressing goal-setting, social networks, time management, and challenges can enhance academic performance, well-being, and engagement in agriculture. These interventions can ensure support aligns with the specific needs of students. Future research should employ quantitative methods to explore independent variables impacting PsyCap for comprehensive understanding.

Presented By: Shyam Nair, Sam Houston State University
Co-Authors: Mark Anderson, Sam Houston State University
Mark Mainline, Sam Houston State University
Maureen Victoria, Sam Houston State University

There is a great need to develop skilled agricultural professionals and policymakers to address the unprecedented challenges faced by US agriculture. [UNIVERSITY] holds a yearly event for high school juniors and seniors to familiarize them with college life and to increase their agricultural knowledge and interest. In 2023, the event consisted of seminars in Agribusiness (team-building and trade game), Agricultural Communications (interview and Ag advocacy activities), Agricultural Engineering Technology (CNC Plasma Cutting and CAD/CAM software design), Animal Science (palpating a cannulated cow, evaluating equine semen, and wildlife archery), and Plant and Soil Sciences (fertilizer technology and plant propagation techniques). Each seminar was 65 minutes long and each student was prompted to register for two seminars. The event started with a welcome session describing the admissions requirements, scholarship opportunities, and the first-year experience followed by two seminars of their choosing. At the end of the event, participants completed a survey instrument with questions regarding their classification, gender, race, and pre-post opinions on their agricultural knowledge, familiarity with the school of agricultural sciences, and interest to pursue a baccalaureate degree in agriculture (n=47). Paired t-tests were used to assess the effectiveness of the event and Multiple Linear Regression was used to analyze the impact of classification, race, and gender on effectiveness. The paired t-tests showed significantly increased familiarity with the School of Agricultural Sciences (p<0.001) and increased agricultural knowledge (p<0.001) for the participants. The interest in pursuing agricultural degree increased significantly (p<0.001) from 2.5 to 3.8 on a 5-point Likert-type scale (5=highly interested). The increase in interest to study agriculture was higher for white students compared to others (p<0.01). Exposing high school students to the college environment and engaging them in hands-on activities can familiarize them with the department and encourage them to pursue agriculture at the post-secondary academic level.

Presented By: Juan Montealegre, University of Florida
Co-Authors: Kate Fletcher, University of Florida
Grady Roberts, University of Florida

In 2016, [department] at the [university] created a one-year program to provide doctoral students with a positive and supportive mentorship experience to grow and develop the professional skills and attitudes necessary to be successful college/university educators. This program has three primary objectives:(a) provide students with the essential skills to teach independently at the college/university level, (b) create a safe and supportive learning environment for doctoral students, and (c) enhance the employability of doctoral students for academic positions. Each doctoral student is paired with a faculty mentor as they transition from graduate teaching assistants to co-instructors, eventually teaching a course independently. This presentation aims to introduce the findings of a qualitative investigation that focuses on the experiences of participants who completed the program. An interpretative phenomenological analysis (IPA) was conducted on participants' lived experiences (Creswell & Creswell, 2018). The study presents an in-depth qualitative analysis of mentee's learning experiences in achieving the objectives targeted in this mentored-teaching program(Eisner, 1991). The interviews revealed how participants (n=10) grew from these experiences and realized student learning outcomes because of the program (Dexter, 1970; Marshall & Rossman, 1989). Nine overarching themes were identified and complemented by eight sub-themes. These themes encompass perceived benefits related to real-world experience and peer support. Confidence, scaffolding to release, graduate student teaching awards, transferable skills, and credits offer a better understanding of the achievement of the student outcomes. Additionally, the feedback provided by mentees was valuable in understanding best practices like availability, immediacy, protecting time, and planning. Likewise, challenges regarding mentors and time are discussed to understand how to obtain transferable skills and succeed in this professional mentoring program. Therefore, the presentation's objectives are to discuss the nine overarching themes and eight sub-themes, identify the best mentoring practices for doctoral students, and expose the challenges they face.

Presented By: Erika Kraus, USDA-NIFA
Co-Authors: Ray Ali, USDA-NIFA
Krish Jayachandran, Florida International University

This presentation will give an overview of the NIFA National Needs Fellowship (NNF) Program and the NIFA AFRI Predoctoral Fellowship program and the respective requests for applications (RFA); consider case studies of projects in these programs to understand student success, as well as overall project success including mentorship, innovativeness, and institutional support. The presentation includes the perspective of a distinguished professor from Florida International University (FIU) and a national program leader from the National Institute of Food and Agriculture. Our objective is to explore the following question: "Why is any given institution or individual compelling for graduate training opportunities in food and agricultural sciences for students who will increase the diversity, equity, and inclusiveness of the workforce?" The workshop will rely on qualitative and quantitative data about the competitive grant programs, and case study-like experiences. With this data, we plan to showcase the diversity of successful awards in these competitive grant programs, and the real-lived experiences from the perspective of FIU to make the proposals into reality. We plan to convey perspectives on how institutions and individuals interested in higher education can make NIFA's competitive programs work in their context. We'll also highlight professional paths of some students who are former fellows from the grants. Our presentation fits within the NACTA theme of student support/development/advising, as well as global education.