Presented By: Karen Bennett-Wimbush, The Ohio State University Agricultural Technical Institute
Co-Authors: Mike Amstutz, The Ohio State University Agricultural Technical Institute
Jessica Suagee-Bedore, Virginia Tech

Internships provide valuable learning and career opportunities to undergraduate students. Selection of an industry internship is influenced by many factors including compensation, perceived value and location. Our objectives were to evaluate the influence academic major, internship location (travel distance from home address to internship site = DIST), and COVID-19 pandemic had on internship selection by undergraduate agriculture students. Data from 2016-2013 were collected from internship agreement forms (n = 400) and recorded in Excel. Data included: period (categorized by PreP = 2016-2019, P = 2020-2021 and PostP = 2022-2023), major, degree (Associate of Applied Science vs. Associate of Science), type of internship, student’s hometown, and internship location. Shortest driving distance in miles and time from students’ home addresses to their internship was determined using Google Maps. Differences in DIST between main effects (major, period) and interactions were evaluated with Tukey-Kramer test (ANOVA, SAS). Differences in frequency of out-of-state (OSI) comparing PreP vs. PostP was evaluated by generalized linear model (GenMod). DIST was different between majors (P < 0.0001) but not between periods or degree. Turfgrass and equine majors participated in internships further from their homes (P < 0.05) compared to Greenhouse, Crop, Business, Power Equipment and Landscape majors. LS mean differences in DIST for PreP, P and PostP were 34.1, 39.4 and 34.5 miles respectively. OSI were different between majors (P < 0.001) and ranged from 7.5% (Business) to 34.0% (Equine). Overall there were no differences in the frequency of OSI (PreP = 15.1% vs. PostP = 21.3%), however, when evaluated by major, frequency of OSI was higher (P < 0.01) PostP compared to PreP for beef (12.2 vs. 50%) and equine (31.4 vs. 36.4%) majors. Students’ majors appeared to have the greatest influence over internship locations while lifting pandemic restrictions may have increased adventure seeking in some students.

Presented By: Cora Andrews, Mississippi State University
Co-Authors: Jessica Benson, Mississippi State University
Allyson Moore, No Affiliation
Carley Morrison, No Affiliation
Josey Webb, No Affiliation

The COVID-19 pandemic has deeply impacted higher education, forcing swift adaptations amidst ongoing disruptions. It is widely acknowledged that students are persistently encountering challenges that stem from the trauma of the pandemic; mental health, critical thinking, and the demand for additional support remain constant concerns. Acknowledging persistent challenges, this study explores the pandemic's long-term effects and implications for class delivery, student engagement, student-faculty dynamics, relationships, and expectations. Twenty-nine undergraduate students enrolled in agricultural leadership, education, and communication courses participated in the study (N=29). The survey explored the impacts faced by students, revealing challenges in adapting to virtual instruction (n=21), adoption of new study habits (n=18), and a loss of social interactions (n=18). Notably, none reported facing housing insecurity (n=0). Students also experienced educational setbacks but increased technological skills and adaptability. Participants reported the use of ongoing instructional methods from the pandemic, including the continued use of remote learning platforms when professors (n=28) and students (n=18) are unable to meet face-to-face. Twenty-seven students said they continue to use digital collaboration platforms for group work and lockdown browsers due to the pandemic. Most participants (n=25) acknowledge ongoing benefits from instructional changes, citing the appeal of increased flexibility (n=7), class success (n=7), and variability of instruction (n=6). Participants expressed new expectations for faculty, emphasizing the need for easily accessible resources (n=10), clear remote learning expectations and standards (n=18), and prompt responses to email communication (n=5). In terms of expectations perceived from faculty, student familiarity with online resources (n=8), continuous access to class materials (n=8), and adherence to strict attendance, participation, and assignment completion policies (n=14) were reported. As we navigate the challenges of Long COVID and embrace the new normal in higher education, it is imperative for educators to balance innovation and tradition to foster an effective educational environment.

Presented By: Mellissa Crosswhite, Oklahoma State University

In the fall of 2022, 4.6% of undergraduate's students at Oklahoma State University were enrolled in a major that had a pre-veterinary option. The objective of this study was to examine the background demographic attributes of students enrolling one of six ˜Pre-Veterinary Medicine' focused degrees at Oklahoma State University (OSU) and successful enrollment in the OSU College of Veterinary Medicine (CVM). Data were collected on 4,661 students between the years of 2006 and 2022. Students were identified as having started OSU as a freshman or as a transfer student, however there were no significant (P >0.05) interactions with entry type and so data were evaluated together. When high school rank was divided into quartiles, a greater proportion (P < 0.0001) of students in the highest-ranking quartile were enrolled into CVM. Only small differences (P = 0.232) were observed among class size groups for students enrolling in CVM. Higher school GPA had a beneficial effect (P < 0.0001) on enrolling in CVM and there was a substantial advantage for students with a GPA of 4.0 even over those with a GPA between 3.9 and 3.99. It is probable that some of those students had a higher than 4.0 high school GPA due to AP, IB and other types of courses, however, when transferred to the college level, were capped at the 4.0 scale. Overall, higher class rank, GPA and ACT score were all reasonable predictors of successful enrollment in the College of Veterinary Medicine at Oklahoma State University.

Presented By: Dea Bogdanic, Purdue University
Co-Authors: Gregory Fraley, Purdue University
Elizabeth Karcher, Purdue University
Pamala Morris, Purdue University

Experiential learning programs provide students with hands-on learning opportunities that promote professional skills, self-efficacy to complete tasks, and build confidence. In 2023, we introduced the REACH (Research, Engagement, Activity, Culture, Hen) Scholar program in animal sciences and selected five, first-year undergraduate students of diverse backgrounds. The goal of the REACH program is to develop leadership, professional, and intercultural skills within a poultry science context. Program highlights include peer-mentoring, extracurricular off-campus activities, and personal and academic support. The objective of this study is to determine the impact of the REACH program on the self-efficacy of the participants during their first semester at a Midwestern land-grant institution. Participant self-reported self-efficacy was assessed at the beginning and end of the Fall 2023 semester using the New General Self-Efficacy scale that was administered online via Qualtrics. This survey included eight questions on a 5-point Likert-scale ranging from strongly disagree to strongly agree. Although we did not observe significant differences in self-efficacy between the start and end of the semester, participants reported strongly positive overall feelings of self-efficacy. All students agreed that they could achieve most of the goals that they set for themselves, that they can successfully overcome challenges, and that they can perform well even when things are tough. Preliminary results provide insight into the impact a mentorship program like REACH can have on supporting participant self-efficacy. Future plans include continuing to engage students in this experiential learning program and continued evaluation of self-efficacy throughout their college career.

Presented By: Aaron Giorgi, West Virginia University

Research has laid the case that First-Generation college students (FGCS) experiences in college are different than continuing-generation (CGCS) peers. Pre-college entrance variables, college engagement variables, and college success and outcome variables all favor CGCS leading to defining FGCS as an at-risk population within colleges. Research has documented FGCS deal with identity diffusion as they enter college. FGCS also lack familial cultural capital that would prepare them to navigate the complex college experience. Consequently, FGCS typically do not build positive support networks or seek appropriate help when needed to successfully navigate collegiate academic situations. Due to the COVID-19 pandemic, colleges implemented safety policies that moved delivery of instruction and services to remote, and digital methods. Many students returned home during this time. For FGCS this typically meant re-entering a world they left when moving to college. A year later, these same colleges reopened in person campus activities. The purpose of this qualitative study is to explore how FGCS variables of student identities, college engagement strategies, and abilities to leverage support networks changed in response to colleges transitioning to various delivery methods in response to the COVID-19 pandemic. One-hour interviews using a pre-designed, semi-structured interview protocol were conducted with students at West Virginia University in the Davis College of Agriculture, Natural Resources and Design. Population was defined as FGCS who were enrolled for at least one semester prior to COVID-19 policy enactment to ensure they could speak to the multiple transitions into, and out of, on-campus learning. Researchers concluded the following: (1) participants developed unique strategies to leverage non-traditional supports; and (2) FGCS espoused an identity tied to practical collegiate outcomes. Continued exploration of post-COVID experiences of new undergraduate FGCS who experienced at-home learning during high school is warranted to develop and leverage campus support systems.

Presented By: Joshue Lewis, Texas Tech University
Co-Authors: Kalynn Baldock, Eastern New Mexico University
Amy Boren-Alpízar, Texas Tech University
Makenzie Drake, Eastern New Mexico University
Carlos Duran, Texas Tech University
Erica Irlbeck, Texas Tech University
Isaac Ramirez, Eastern New Mexico University

Belief in one's ability to succeed is crucial for academic achievement. Undergraduates with strong self-efficacy approach education confidently, showing resilience and motivation (Shim & Pelaez, 2022). Understanding and fostering self-efficacy are essential for effective educational interventions, supporting students to reach their full potential and long-term success (Granberry et al., 2002). Self-efficacy theory influences undergraduates' academic achievement through mastery experiences, social persuasion, and emotional states. Higher self-efficacy correlates with motivation and effort, while low self-efficacy leads to disengagement. Understanding this relationship informs effective educational interventions, guiding research and practices to empower students. This study aimed to explore the role of self-efficacy in academic achievement of Undergraduate Agriculture Students [UAS] by addressing what motivated them, how they overcame overwhelming situations, and how they advised their colleagues to enhance self-efficacy. In an exploratory study using the Self-Efficacy Theory, 20 undergraduates at two agricultural Hispanic Serving Institutions (HSI) were interviewed about their academic experiences. A phenomenological approach and qualitative standards ensured in-depth insights. Rigor was maintained through purposive sampling, one-on-one interviews, and multiple data sources, enhancing credibility in the study. Participants' motivations for academic success included personal growth and career development, family expectations and support, and overcoming challenges. Strategies for navigating university challenges comprised adaptation and growth, organization and planning, coping mechanisms and self-care. Recommendations to fellow UAS for enhancing self-efficacy involved balance and perseverance, seeking support and assistance, and improving time management. Reflecting on their experiences, participants stressed the importance of personal and professional development, effective time management, and seeking support to overcome obstacles. This study on UAS self-efficacy provided insights into student motivations, strategies, and recommendations for targeted interventions and support systems. Implementing suggestions like promoting balance and effective time management can improve academic performance and overall well-being. Future research should identify and evaluate accessible support programs for practical guidance and improvement.

Presented By: Joey Mehlhorn, University of Tennessee Martin
Co-Authors: John Clark, University of Tennessee Martin
Jeremy Ross Pruitt, University of Tennessee Martin

An interdisciplinary capstone course was developed in Fall 2020 to increase preparation for agribusiness and finance students entering their respective professions. Agribusiness and College of Business faculty joined to create and teach a course that seeks to develop professional skills among students to increase confidence in their emotional intelligence and networking skills as they prepare to enter the workforce. In the Fall 2023 semester, instructors added a mentoring component for students in their desired career field. Based on student's career goals, mentors were solicited and paired with students based on faculty knowledge of the mentor and student's aspirations. This was a discussion process between faculty and student to try to find the best fit. Students (n=22) were surveyed at the end of the semester to determine the mentoring program's effectiveness and to make improvements for future classes. Using a rating scale of extremely satisfied (5) to extremely dissatisfied (1), students rated the overall experience with the mentor positively with an average of 4.05. Students responded to a series of open-ended questions related to expected goals of the mentorship process; expectations that were not met; most important thing they learned from mentor; and ways for faculty to improve the experience. The open-ended questions provided meaningful feedback for improvement. Specifically, most students preferred having the mentor selected by faculty based on their career goals and resume. Students also suggested more mentor reflections, minimum required meeting times with mentors, and possibly have mentors come to class as speakers. Overall, faculty plan to make modifications and continue the mentoring program for future classes.

Presented By: Caleb Neeley, Clemson University
Co-Authors: Christopher Eck, Oklahoma State University
Raghupathy Karthikeyan, Clemson University
Dale Layfield, Clemson University

The Pew Research Center notes that those in today's undergraduate age group had less work experience in their teens when compared to previous generations. To complicate matters, MENTOR, a national nonprofit that advocates mentoring, found that mentoring of Gen Z is declining. Therefore, providing this generation with mentoring opportunities that focus on workforce development is pivotal. This project aimed to investigate undergraduate mentoring through purposeful pairings with graduate students, as “Mentoring at its very core is a learning relationship.” Specifically, two objectives guided this inquiry 1) describe the mentor-mentee relationship between online graduate students and on-campus undergraduate students and 2) identify student's perceptions of the mentoring process through the graduate/undergraduate class activities with anecdotal data. In Axelrod's “10 Steps to Successful Mentoring,” the importance of understanding your partner was highlighted. Each student developed narrated bios that were used for purposeful pairing and shared to introduce the mentors and mentees. Two major projects in the course included an experimental salinity tolerance assessment project using hydroponic growing systems that resulted in a series of digital projects and a team grant writing project led by the graduate mentors. Axelrod stated that a mentor should “experiment with new approaches,” and with the mentor's previous experiences, the work on the salinity experiments engaged the students to many new concepts using the hydroponic kits. Another aspect Axelrod discussed about successful mentors was in “determining the right type of questions to use.” The grant writing team project gave the mentors an opportunity to use previous experiences that the mentees lacked to develop a grant proposal that used a variety of critical thinking skills. This presentation will aim to share the outcomes of the experience along with transferable recommendations for purposeful mentoring relationship to develop essential technical skills for the future workforce.