Presented By: Anthony R. Delmond, University of Tennessee at Martin

Writing is an invaluable teaching tool, allowing students to incorporate, fortify, and apply the knowledge they gain in the classroom to real-world situations. Unlike their contemporaries in the humanities, agriculture students tend to be wary of writing assignments, often preferring fact-based multiple-choice or true/false assessments; however, writing remains a crucial component of professional communication in agricultural businesses. Recognizing the dual importance of writing as a learning tool and as a professional-development necessity, and others have developed the novel approach to incorporate creative writing into the science classroom. Following their lead, I have developed a semester-long, scaffolded creative-writing alternative to the conventional paper in a lower-division agricultural business course. To determine the efficacy of the assignment and its impacts on student learning and information retention, I ran two treatments in separate semesters. In the first treatment, students randomly received one of two prompts a traditional research paper or an open-ended creative writing assignment. In the second treatment, students were given a choice. For both treatments and both prompts, there were multiple benchmarks to keep students on track. Preliminary results have been encouraging. Controlling for several key demographics and other variables, the group with the creative writing prompt in the first treatment did not perform statistically differently on the final exam than the group assigned to the conventional paper. Results for the second treatment are forthcoming. Initial student reaction to the project was tepid, but upon completion, student surveys indicated openness to this approach, as long as students had the option to select their treatment. The long-term objective is to encourage student engagement and facilitate deeper learning through the employment of more flexible methods and allowing students to take a more active role in their learning experience.

Presented By: Matthew Gold, University of Florida
Co-Authors: Lauri Baker, University of Florida
Carla Jagger, University of Florida
Caitlin Lunzmann, University of Florida

Graduate programs typically allocate credit hours to complete academic research. However, the hours required vary and how faculty and students define and use those hours may not be consistent. The purpose of this Delphi study was to identify how faculty and students use research credit in both master's and PhD programs in an agricultural social science graduate program. Round one of the Delphi (Fall 2023) began with an open-ended question survey sent to all faculty (N = 33) and students (n = 109): to gather data on how they define, use, and place value in research hours. Thirty-four students and 16 faculty responded to the first round. The qualitative analysis revealed major themes from students and faculty in defining research hours as time spent conducting thesis/dissertation work, individualized application of research for skill development, and time devoted to high-impact research. Similar themes emerged regarding research expectations including the use of hours for conducting various parts of research projects, weekly meetings between students and advisors, and that the student and advisor should set goals for the hours at the beginning of the semester. Participants described research outputs broadly as progress on thesis/dissertation projects or other research deliverables, and publishable submissions. Other major themes from open-ended comments revealed students and faculty thought research hours need more rules/structure/options, research hours are critical in degree programs, and faculty and student expectations were disconnected. The required number of hours participants thought should be included in an M.S. ranged from 0-18 with the most common response 9-12. For a PhD, required hours ranged from 0-60 with no collective agreement. Results from round one indicates a need for continued consensus building around research hours within social science agricultural programs with a strong need for improved expectations for these hours.

Presented By: Monica Giusti, The Ohio State University

Will I ever use this? Students often ask themselves or each other this question. A major challenges teaching required classes is to keep students engaged, and to efficiently communicate how the concepts covered in class, lectures, labs, or discussions are actually relevant to the real world, and that the concepts covered in class have practical application in their professional future.

Over the years of teaching a course in Food Quality Assurance, we repeatedly stumbled on this question. Our goal was to increase student engagement and our hypothesis was that students would care if they could see how these concepts are applied in the food industry. With this goal in mind, we tested a new approach for our laboratory portion of the class: we tested the idea of “hiring” students in the class as Quality Control technicians for an imaginary food company that produces all sorts of products, from fruits and vegetables, candy, beverages, and more, depending on the topic to be covered in class.

Each laboratory activity is set up with a potential situation that the company could be facing: reception of products, evaluation of the competitor's products, evaluation of quality parameters of the company's production, analytical techniques and more, and evaluation of the variability of their production line.

As “recently hired employees” students engage in their new role, and in the tasks on hand, including the use of the company nametag, and following the safety and quality standard of the company. We recorded increased participation and engagement in lab activities, and understanding of the activities. Quality control shifted from repetitive practices to decision-making challenges with critical relevance to a company. Student interactions increased, promoting discussion and improving data interpretation.

Real life scenarios and immersion in work environment even when simulated increased engagement and improved the learning experience.

Presented By: Jean Paul Iyakaremye, Purdue University
Co-Authors: Jeneen Fields, Purdue University
Morgan Muff, Purdue University
Mark Russell, Purdue University
Karlie Tischendorf, Purdue University

A self -regulated learning (SRL) experience is an approach whereby students take control of their learning by incorporating motivation, action, and metacognition into their learning process. Self-regulated learning is considered one of the most effective ways to learn and an influential factor in college student success. However, studies on self-regulated learning have been limited within university settings. We used data collected from students in an undergraduate introductory plant science course to explore student experiences when using interactive notebooks and their description of the role interactive notebooks play in informing their self-regulated learning. Data was collected through semi-structured interviews. Using cognitive constructivism theory, the study revealed that interactive notebooks can be used to inform students self-regulated learning practices through learning material review, search for more information related to the learning materials, and in discovery of their most effective learning styles preferences. The findings highlight that students benefit from interactive notebooks through individual reflection on the learning materials. Given the continuum of information on student processing capabilities, there should be additional exploration of learning strategies needed to accommodate a wide range of student needs and preferences.

Presented By: Nia Morales, University of Florida

The UC Santa Cruz Doris Duke Conservation Scholars Program (DDCSP) is an immersive undergraduate field program designed to address the underrepresentation of people of color in environmental conservation. This project, funded by an APLU Innovative Teaching Award, created an innovative set of educational modules for use during the program's orientation that examined current and historical factors influencing the interaction of marginalized communities such as indigenous and communities of color with the natural environment, including natural resource management decision-making structures and develop skills for these students to have thoughtful discourse with peers and colleagues about these topics. The intent was to integrate diversity, equity, and inclusion (DEI) concepts into the fabric of the DDCSP rather than presenting it as a separate content area. Overall, we found that scholars responded very positively to the program and showed strong interest in using their position as DDC scholars and their life experiences to address DEI issues to impact and improve the conservation field.

Presented By: Madisen Plunkert, Pennsylvania State University
Co-Authors: Kevin Curry, Pennsylvania State University

From the beginning of the Industrial Revolution, the U.S. has witnessed a dramatic shift in individuals engaged in production agriculture. Subsequently, citizens have moved from rural to more urban areas. Consequently, our population has become detached from its food and fiber systems, exacerbating an employment gap in the agricultural workforce. Exposing youth to agricultural literacy in elementary and middle schools could lead to an interest in agricultural careers, mitigating an impending employment shortage. The purpose of this study was to (1) ascertain principals' perceptions of agriculture and implementing agricultural literacy in their schools, (2) identify principals' perceived barriers to implementing agricultural literacy, and (3) determine the likelihood that principals would advocate for the implementation of agricultural literacy. This quantitative study yielded 283 responses from public school principals of grades K-8 in Pennsylvania, with results indicating that (1) principals hold positive perceptions of agriculture, (2) principals believe that agriculture can be implemented in their schools, (3) principals are likely to advocate for the adoption of agricultural literacy in their schools, and (4) principals' top perceived barriers to implementing agricultural literacy are lack of training, increased accountability through standardized testing, lack of time for teachers to learn about agricultural literacy, and lack of funding, respectively. With these results, state staff can leverage principals' positive perceptions of agriculture and the likelihood of advocating for its adoption by approaching schools to offer agricultural literacy implementation support. Widespread adoption of agricultural literacy in public elementary and middle schools could help lead to more interest among youth to pursue agricultural-related careers.

Presented By: Dante Pizarro, University of Wisconsin - Madison
Co-Authors: MaryGrace Erickson, University of Wisconsin - Madison
Eric Ronk, University of Wisconsin - Madison
Michel Wattiaux, University of Wisconsin - Madison

Recent studies have illustrated continued transformation in the demographics and interests of undergraduates involved in Animal and Dairy Science courses (ADS). To describe student preferences in our program, we designed a survey on career intentions (as identified in the literature), as well as curriculum topics, and desired skills/abilities based on College- and Department-level strategic planning documents. Students rated their intentions to pursue career directions (1 “definitely will not” to 5 “definitely will”) and their interests in curriculum topics (1 “Not at all interested” to 10 “Extremely interested”) using anchored scales. In November 2023, students enrolled in ADS 101 Introduction to Animal Sciences at the University of Wisconsin - Madison responded via an online survey (n = 125, response rate = 84.8%, of which 80% were freshmen). Students reported growing up in a suburban or urban community (73%) and indicated that their high school did not offer any agricultural courses (65%). Within three years of graduation, students reported that they were most likely to attend veterinary school, have job duties related to managing animals on farms, research, or other settings, or have job duties related to research and development. The least likely option was to work in the field of education (K-12 or higher education). Students indicated animal welfare, behavior, anatomy, and physiology as the most important curricular topics for their future careers. The lowest-ranked topics were agronomy and food systems. In addition, students reported the following skills/abilities most important for their future careers: skills for lifelong learning, applying knowledge to real-world problems, written and oral communication skills. Capturing student's preferences and how they may change throughout their undergraduate studies may be important for curriculum design. This type of survey can help characterize student preferences and guide curriculum decisions at a department or university level.

Presented By: Zoelie Rivera Ocasio, Pennsylvania State University
Co-Authors: Laura Cruz, Pennsylvania State University
Daniel Foster, Pennsylvania State University
Charlie White, Pennsylvania State University

The contemporary globalized world with diverse and dynamic professional trajectories requires that students within their formative education grow broad capabilities in their career path. Career path selection is driven by elements of self-efficacy, the extent to which students perceive themselves as capable of performing particular tasks. Integrating assessments that foster career self-efficacy in agricultural science topics is a strategy to enhance learning outcomes while closing the gap between student learning goals and student actual performance. This study's objective is to describe the influence of course assessment strategies on post-secondary student career self-efficacy by employing electronic pre- and post-surveys, conducting a student focus group, and examination of student course artifacts. The descriptive research focused on undergraduate students (n=12) enrolled in an upper-division university soil science course as part of their course of study in agriculture. Three assessment formats were evaluated in a Latin Square Design: (A)-traditional assessment format, (B)-simulating a conversation with an academic peer or a farmer, and (C)-acting as a decision-maker. Pre- and post-surveys revealed an overall increase in confidence. Students' ability to choose alternative career paths if unsatisfied with their initial choice had one of the greatest increases in confidence while confidence regarding making plans for their goals in the next 5 years was relatively unchanged. During a focus group session, students mentioned a preference for alternative assessments that allowed them to practice real world skills, such as speaking with farmers. Aligning assessment strategies with the practical skills required in jobs can contribute to enhancing student career self-efficacy in that career area. The findings of the study emphasized the positive impact of incorporating alternative assessment formats, such as simulating conversations and acting as decision-makers, on students' confidence levels. Further research is recommended to explore instructor efficacy and professional development needs in utilizing alternative assessment strategies.

Presented By: Joe Raczkowski, The Ohio State University
Co-Authors: Ellen Klinger, The Ohio State University
Ben Philip, The Ohio State University

Discipline specific information literacy is an essential skill for undergraduate students to learn tacit knowledge and create social connections with the discipline. To foster the development of these skills in undergraduate students, we created several online asynchronous modules guiding students through the process of selecting and evaluating references in science, a skill identified as underdeveloped by some senior level students. The modules are customized specifically for the entomology discipline and highlight our faculty and graduate students in an effort to break the barriers between undergraduate students and members of the department. To assess the effectiveness of one of these modules, we deployed it as part of the curriculum in two undergraduate classes aimed at non-majors (n=25, n=32). We used pre and post testing to evaluate student improvement in defining various sections of a scientific paper. In both classes, student ability to define a section of a paper improved for most sections. The Methods and References sections were most easily identified as suggested by the similar scores in pre and post tests. We also evaluated the ability of students to recognize excerpts from scientific papers as attributable to various sections of a scientific paper in the post test. The accuracy of these designations mirrored that of the definition accuracy, showing that students can apply their skills in real-world situations. Finally, the modules increased undergraduate knowledge of the OSU Entomology faculty. Pre test scores indicated a small percentage of students felt familiar with the research areas of Entomology faculty (20% and 29.7%) while post-test scores indicated improvement (87.5% and 65.7%).

Presented By: Alex Stanton, Kansas State University
Co-Authors: Cheryl Boyer, Kansas State University
Ross Braun, Kansas State University
Cody Domenghini, Kansas State University
Steve Keeley, Kansas State University

Understanding how students learn is critical to providing a well-rounded education and assessment through exams has been the best way to measure how much information a student has consumed, processed, and retained. In recent years, higher education has been forced to change due to innovations in technology, increasing costs, and a world pandemic. This has changed how students learn, how they retain information, and how they study for testing. While authorized cheat sheets (e.g. crib cards, note cards, condensed notecards, etc.) have been in the classroom for nearly 75 years, little recent research has been done on their efficacy, impacts on student test scores, or their self-reported stress levels (i.e., testing anxiety) in horticultural classrooms. Therefore, our objectives were to investigate how crib cards impacted student study habits, self-reported stress levels, and test scores when compared to non-crib card tests. For the Spring 2023 and Spring 2024 semesters, students in Basic Turfgrass Culture (HORT 515) at Kansas State University were allowed to use crib cards on four of their eight tests (i.e., quizzes or exams) throughout the semester. Over 88% of students in the Spring 2023 course reported that the crib cards were helpful in reinforcing/remembering material and crib cards helped them organize their thoughts before the test. When asked for feedback at the end of the semester, many students reported that the crib cards, “help[ed] motivate me to study” and assisted them in creating a, “ plan for what [they] didn't know” before the tests and some reported that they found themselves rarely using the crib cards during the tests because of the extra preparation.

Presented By: Laura Rice, University of Minnesota
Co-Authors: Daniel Foster, Pennsylvania State University
Amara Livingston, University of Minnesota
Melanie Miller Foster, Pennsylvania State University
Amy Smith, University of Minnesota

With 12.8% of U.S. households experiencing food insecurity in 2022, there is a need to explore and understand how AFNR teachers impart crucial global food security knowledge to students. This study describes educator current perceptions of food security education in [State's] Agricultural, Food, and Natural Resources (AFNR) secondary programs. Two objectives guided the study including understanding teachers' perceptions and practices as well as identifying educator professional development needs. Data was collected through an online survey and focus groups. Seventy-nine [State] AFNR teachers completed the survey providing demographic information, confidence levels in teaching food security related topics, and current practices. Seven [State] AFNR teachers volunteered to participate in a focus group to provide insights on teacher experiences, challenges, and existing practices around food security education. We generated descriptive statistics and used thematic analysis to identify, organize, and highlight patterns in the data. Findings emphasize the multifaceted instructional approaches teachers take to integrating food security education, including diverse resources, and engaging in professional development opportunities. Four themes emerged from the thematic analysis of the focus group. These themes include 1) Maintaining student interest, 2) Food security in other AFNR pathways and disciplines, 3) Barriers and Needs, and 4) Instructor motivators. Findings indicate a need for an accessible repository of instructional resources related to food security education for teachers, online professional development modules to increase student knowledge and confidence in food security education and related topics. Recommendations include future initiatives such as a comprehensive instructional unit, seminars, and an observational study to enhance global food security education practices for evaluation of teaching practices and curricula. This study contributes insights to address the complex issue of food security education within the school system, laying the groundwork for a more informed and globally competent generation.

Presented By: Jonathan Watson, University of Florida

This study introduces a transformative pedagogical approach in AOM4060/6061: Agri-food Systems Innovation, a dual-listed, partially flipped, hybrid course recognized as a UF+QM Exemplary Course. This course is designed to nurture comprehensive student learning outcomes in the agri-food systems domain, anchored in an interdisciplinary, reverse-chain perspective of the food system. It interweaves principles from business, technology, food safety, management, and food policy, providing a holistic grasp of the dynamic agri-food landscape. Central to the course are real-world case studies, enabling students to apply theoretical knowledge to practical contexts. Live polling encourages active participation, nurturing critical thinking skills and serves as formative assessments. The Food Product Concept Development Project, a distinctive group assignment, leverages creativity (and an available 3D printer to materialize innovative food products), underscoring the tangible impacts of innovation within the agri-food sector. To bolster this project, students engage in weekly activities meticulously designed to deepen their understanding of course materials and their direct relevance to their product concepts. This mixed methods study incorporates a retrospective pre and post questionnaire to comprehensively assess changes in students' knowledge, skills, and attitudes towards agri-food systems innovation. Quantitative data quantifies shifts in these domains, while open-ended questions provide qualitative insights into participants' perspectives and experiences. Initial findings indicate that this pedagogical approach not only deepens comprehension of the intricate food system dynamics but also equips students with practical tools to drive innovation in the agri-food industry. This research contributes significantly to the discourse on instructional effectiveness and innovative teaching methodologies in agri-food systems education. The results hold valuable implications for educators and stakeholders seeking to enhance students' educational experiences and future career trajectories in this vital field.