Presented By: Sara Velardi, Binghamton University
Co-Authors: Diana Cordoba, Queens University
Ashmita Das, SUNY College of Environmental Science and Forestry
Amanda Hunt, SUNY College of Environmental Science and Forestry
Silje Kristiansen, University of Bergen
Donald Lee, University of Nebraska-Lincoln
Theresa Selfa, SUNY College of Environmental Science and Forestry
McKinzie Sutter, SUNY College of Environmental Science and Forestry

The field of agricultural biotechnology continually evolves as innovative techniques are deployed to create new varieties of food organisms. These genetic modification technologies are directed to change traits in animals, plants and microbes which address consumer interest, environmental challenges, and farmer concerns in a range of food systems. The general consensus from the scientific community has been that foods produced through genetic engineering are safe to eat. In contrast, public perceptions of its safety have been mixed with some skepticism towards information related to the technology. Consumer surveys on gene editing have found low to fair understanding and overall ambivalence towards the technology. There is nuance when it comes to the relationship between consumer knowledge of and attitudes towards biotechnology. A complexity of factors might affect acceptance of gene editing that is potentially unique to other techniques such as transgenesis. This research investigates teaching effects on knowledge and attitudes towards different genetic modifications in agriculture of undergraduate students in three different courses across three universities in the U.S. and Canada. We developed and implemented an agricultural genetics lesson with a systems-approach in understanding the complexity of choosing and employing different agricultural techniques in farming. In the lesson we first described three agricultural technologies (cross breeding, transgenesis, gene editing) and how these different modifications interact with farmers' decisions weighing social, economic, and environmental factors. Second, we asked students to conduct media analysis of different news coverage related to the technologies. Third, a pre- and post-survey were administered to undergraduate students to assess the lesson's effect on knowledge and attitude towards these different technologies. Finally, we analyzed and compared survey responses. This study contributes to the literature surrounding knowledge of and attitudes towards biotechnology and evaluates how undergraduate agricultural lessons impact knowledge and attitudes concerning new agricultural technologies.