NACTA Journal

Student Perceptions of DEI in Conservation: An Assessment of an Undergraduate Course

2024-04-19T12:27:01-07:00

Few undergraduate courses in science, technology, engineering, and math (STEM) majors provide meaningful focus on Diversity, Equity, Inclusion, and Justice (DEIJ) or addressing biases in science. Embracing DEIJ during this stage is essential for equipping students to participate constructively in solutions to these longstanding challenges, especially as the career landscape continues to evolve. This study focuses on a course designed to address this gap by providing students with the opportunity to critically reflect on the founding principles of conservation, to understand the long term impacts that colonialism, racism, and sexism have had on the field, and to introduce students to diverse perspectives (i.e. other ways of knowing; indigenous perspectives), thus providing a more holistic understanding of the structures and influences on modern conservation. Overall, we found that students responded very positively to the course and showed strong interest in these topics, including how addressing DEIJ could impact and improve the conservation field. Our experience suggests a broad desire among students for more DEIJ content that gives them a more holistic understanding of the conservation field and provides inclusive practices that address the long-standing issues in our field.

Study Abroad Programs and Student Stress: An Animal Science Curriculum Case Study

2024-03-06T11:32:06-08:00

Study abroad programs increase a student’s exposure to different cultures, traditions, and ways of life. While the benefits of participating in a study abroad program have been well documented, barriers, such as language, culture, and environment, may present themselves to program participants. Participants are introduced to a variety of new experiences both prior to and while abroad, which have the potential to introduce additional stress on students, in conjunction with the stress more typically experienced during a ‘traditional’ college experience. This study aims to quantify student stress prior to and while studying abroad in relation to their demographics and life experiences. Over a 12-day period in December 2022 in Mexico City, Mexico, students participated in an Animal Science focused study abroad program. Psychological and physiological stress data were collected in conjunction with student demographic and background characteristics. Data analysis showed that participant’s perceived stress scores were higher prior to going abroad, than while abroad, and that a participant’s ethnicity was a predictor of perceived stress (P < 0.05). However, physiological stress was not impacted by study abroad or demographic information (P > 0.05).

Impacts of Intentional Team Formation on Learning in Online and Face-to-Face Environments

2024-04-15T09:26:53-07:00

This study assesses the impact of intentional team formation and class format on student learning outcomes in a team-based learning agricultural statistics class. From 2019 to 2021, students (n = 124) were sorted into teams based on Clifton’s strengths and demographic attributes. So-called “diverse” teams have all strengths represented in addition to having at least one historically under-represented minority (URM) and at least two genders; “not-diverse” teams were missing representation from each strength, URM, and/or gender. The class was taught using team-based learning with face-to-face and online team learning sections. In these teaching paradigms, the lectures were viewed asynchronously, whereas team-learning was facilitated in a face-to-face setting or in an online zoom meeting. A difference-in-difference approach elicited differences in peer evaluation, team satisfaction, and grades based on the team formation treatment, the class format treatment, and the simultaneous team formation and class format treatments. The results of the study suggest that intentional team formation has little impact on most metrics; however, diverse teams do have lower team-learning scores and perceived team performance. The class-format has a large impact on almost all metrics implying that instructors should take more time considering class format rather than group composition in team-based learning.

Serving to Learn: Increasing Agriculture Students Self-Efficacy Through Service-Learning

2023-12-15T11:22:26-08:00

Service learning is a form of experiential learning that helps students be able to both apply concepts and provide a benefit to an organization, individual, or group other than the learner. The lack of efficacy of our students with the complex skills learned in many agriculture courses brings about a sense of fear and trepidation in students that can cause them to either not engage with the material/skill or do so in an ineffective manner. Service learning was used in a course that has had low levels of efficacy associated to help motivate students to learn and practice the skills being taught. Students in an agricultural mechanics course engaging in activities with Habitat for Humanity progressed through Bandura’s four types of learning experiences integral to the efficacious establishment of a behavior in two directions. Using Constant Comparative method to analyze the reflections of the students it was determined that they progressed through the activity from the perspective of students, moving from the least to most efficacious. They then, with no prompting, reflected backwards from the perspective of most to least efficacious as they began to reflect on how they would facilitate communicating or teaching these same concepts to novices.

Identification of Educational Gaps in Data Science Training Across Agricultural Genomics

2024-01-11T12:57:58-08:00

The objectives of this study were to identify gaps in educational training for undergraduate and graduate students in agricultural data science, propose paths for filling these gaps, and provide an annotated list of resources currently available to different training levels. Data in this study was collected through three voluntary surveys catered to undergraduate students, graduate students, and faculty or professionals in fields of agricultural data analytics. Resources were identified through search engines and annotated based on cost, target audience, and topic. Undergraduate students were found to be inexperienced in statistics, data analysis, and coding. Graduate students were better trained than undergraduate students but did not find university curriculum to be the primary source of education. Faculty and professionals indicated that interest in their field is high but the number of qualified applicants for positions is low. Additionally, there was interest by faculty and professionals to fund training programs for employees but low access to resources for these programs. Education resources identified through the search were limited and many had high cost to students. All resources identified were published in an online catalog (https://agdata.cahnr.uconn.edu/).

Outcome-Based Use of Simulation in Agricultural Sciences: A Systematic Literature Review

2024-03-07T10:55:48-08:00

Technology is increasingly being integrated into classrooms worldwide to enhance learning outcomes, and simulation technologies are becoming more popular to create realistic scenarios in controlled academic settings. However, simulation studies in agricultural education have been limited, making it difficult to assess the impact of simulation technologies on student learning. To address this literature gap, a systematic literature review of 17 articles was conducted to examine the use of simulation technology in agricultural education. The analysis revealed that simulation technologies were most used in agricultural science sub-disciplines that involve experimentation and practical application. Most studies focused on undergraduates and utilized quantitative research methods, with virtual and augmented reality being the most commonly employed types of simulation. Positive effects of simulation on learning outcomes were reported in most studies, including improved academic achievement, psychological factors such as anxiety, and tracking students’ progress. However, the technology's time-consuming nature and potential for uncomfortable physical conditions like cybersickness were identified as demerits. More rigorous standards were recommended to improve reporting procedures in agricultural education studies with simulation technologies.

Gendered Differences in Acknowledgements for Doctoral Advisors at a Land-Grant University

2024-01-29T10:34:15-08:00

The acknowledgements section of a doctoral dissertation provides a rare view into the student-advisor relationship. The gendered differences for how doctoral students acknowledge male and female advisors was examined in 208 dissertations from a U.S. land-grant university. Doctoral students used a greater number and diversity of words when acknowledging female advisors. Nine hierarchical thematic roles and obligations of advisors were identified and were equally represented in acknowledging male and female advisors. Doctoral students described the roles and obligations of their doctoral advisor independently of gender; however, they used gendered language, which highlights the persistence of gendered norms within academic culture.

Developing a Gain-in-research-ability Test to Navigate and Assess Course-based Undergraduate Research Experiences

2023-09-20T11:33:04-07:00

Course-based undergraduate research experiences (CUREs) benefit student learning by providing accessible authentic research opportunities. However, the uniqueness of each disciple and variation in instructors’ perception of CUREs make it challenging to reach a consensus on how to effectively assess students’ research abilities in a CURE laboratory. To address this question, we developed a Gain in Research Ability Test (GRAT) based on seven areas of competencies in research (Identify, Question, Plan, Conduct, Analyze, Conclude, and Communicate). The GRAT framework orchestrates the learning objectives and research activities, providing a quantitative assessment of student learning outcomes. The GRAT scores before and after the interventions revealed a significant growth in students’ research abilities, consistent with students’ perception of the GRAT-navigated research experience. As the seven areas of competencies in research are commonly observed across disciplines, the GRAT framework circumvents disciplinary boundaries and sets universal milestones for the assessment of CURE. Future larger-scale and cross-discipline studies are warranted to explore the potential of GRAT to provide a common metric for substance and consistency in the assessment of students’ gain in research ability across disciplines.

Community College Transfer Students’ Agricultural Career Decision Making

2024-03-01T12:18:37-08:00

This qualitative study examined undergraduates’ perceptions of their career decision-making. All of the participants (N=10) were community college students who transferred to the North Carolina State University’s College of Agriculture and Life Sciences. This study examined the various influences that affect a student's career choice and aspirations, including the student’s perception of their abilities, preferences, and pursuing what they feel is a match between these and potential job requirements; background; parental influence; and curricular and co-curricular experiences. This study engaged students in 20 individual interviews: two interviews with each student over the course of the semester. Key findings included the substantial role of personal interests – namely an interest in plants, animals, and being outside – in prompting the students’ decision to pursue agriculture. Most students were influenced by mentors who were employed in the students’ intended careers. In addition, curricular and co-curricular experiences played an essential role in participants’ agricultural career choice and academic major. A primary recommendation is to connect mentors in agricultural careers with community college students to foster the students’ awareness of agricultural careers.

Exploring Graduate Students’ Experiences in a College of Agriculture

2023-10-11T11:45:39-07:00

The past two decades have seen an overall increase in the number of students pursuing a graduate degree in the United States. Gaining a more nuanced understanding of how graduate students navigate the academic, personal, and professional challenges of post baccalaureate education will help programs better support them and ensure student success. With validation theory serving as the theoretical framework, the purpose of this study was to explore the graduate student experience within a college of agriculture at a southwestern university. This study focused on three aspects: resources students use, challenges they have experienced, and additional needs for support. Data for this phenomenological study were collected using focus groups with 24 students. Analysis of the data found students utilized a variety of resources including online content and peers. Another emergent theme recognized the significant role communication plays between faculty members and students. The final theme focused on solutions to support better communication and collaboration efforts. Several specific recommendations are provided to improve how validated graduate students feel in their academic pursuits. Future research should gather faculty perspectives to help shape professional development opportunities that would create enhanced graduate student mentoring.

New Beginnings: Exploring Agricultural Communications Curriculum Development in Ontario

2024-03-07T11:47:09-08:00

While agricultural communications programs are staples in American higher education, no comparable program exists in any Canadian institution. As North American nations, Canadian and American agriculture face similar challenges such as increasingly skeptical public opinion and decreasing agricultural literacy. This study focuses on the flagship agricultural institution in Canada as a potential base for a new agricultural communications program and highlights the opinions of two key stakeholders, agricultural students at the institution, and agricultural industry professionals in Ontario. Following a curriculum development framework by Wolf (2007), stakeholders detailed suggested program formatting, ideal core curriculum content, traits of the ideal graduate, and desired opportunities and experiences provided by such a program. Results found that stakeholders upheld the program teaching a variety of communication skills, social skills, and providing networking and co-op opportunities. Participants upheld the value of the program, noting that a major and particularly a minor option are ideal to introduce the program to as many students as possible, even those outside of agriculture. This study serves as an important step for future Canadian or North American curriculum development initiatives and seeks to fill the literature gap for agricultural communications curriculum development outside of the United States.

A Paradigm Shift Toward Systems Thinking in Colleges of Agriculture

2024-02-18T16:30:09-08:00

The world of the 21st Century is a world that is constantly changing. New approaches to higher education need to be considered so graduates can adapt to an increasingly complex world. This article will discuss why and how systems thinking can be developed and utilized in colleges of agriculture. Based on a thorough review of the literature, we propose two new models to advance systems thinking in colleges of agriculture. The first model demonstrates potential outcomes that may occur when matching a learner’s level of conceptualization to the type of problem they are addressing. The second model shows how systems thinking skills should be incorporated into the curriculum via experiential learning to assist individuals in their progression of systems thinking growth. Recommendations for practice and additional research are provided.

Factors Influencing Undergraduate Students Toward Choosing a New Course

2023-12-15T11:21:12-08:00

Although course choice may shape students’ academic futures, with some new courses, few students may register, resulting in course cancellation, lost student opportunities, and wasted faculty effort. The study aimed to explore the attitudes, social norms, and perceived behavioral control factors influencing students’ decisions to enroll in a new course. A Qualtrics^Ò survey, using a 7-point Likert scale (strongly disagree to strongly agree) and open-ended questions, was distributed by email to undergraduate students (>18 years) enrolled in the fall 2021 semester within a college of agriculture and life sciences. Of respondents (n = 84), most agreed or strongly agreed that interest in the subject matter and favorable attitudes toward the instructor influenced their decision to enroll in a new course. In the context of social norms, respondents were most influenced by advisor recommendations, a course workload that would not excessively interfere with their social activities, and having friends say positive things about the professor. Within perceived behavioral control, the highest levels of agreement were related to the course helping them complete requirements for their major and graduation. In conclusion, faculty may want to consider influential factors impacting students’ new course selection when undertaking course development.

Equine Laboratory Performance Measures: Does Self-Reporting Assessments Reflect Student Skill Development?

2024-04-19T12:24:21-07:00

In the hiring process, employers look for confidence in a potential employee. This confidence is particularly important in the equine industry when a lack of confidence in one’s abilities can create safety issues for both handler and horse. Nonetheless, while instructor course assessments for determining student learning and abilities often defer to student self-assessments, exposure to the horse may only develop a perceived confidence and not an actual skill set. Therefore, the objective of the study was to compare students’ perceived confidence in equine handling to actual skill development. Participants were enrolled in an equine laboratory course (n=83) consisting of basic equine handling activities covering over 30 contact hours throughout the semester. Students completed a self-reporting survey instrument focused on student’s confidence of equine handling skills at the beginning (pre-) and end (post-) of the semester. Instructors completed a pre- and post- skill assessment at the same time. By the end of the semester, students improved both in their self-assessed confidence and in their instructor-assessed skill level with a positive correlation seen between the two assessment methods. These results suggest self-reporting assessments can be a reliable approach for instructors to assess handling skills associated with an equine laboratory course.

Students’ Perceptions of Male and Female Post-Secondary Agricultural Mechanics Welding Instructors

2024-02-18T16:25:06-08:00

Females are underrepresented in construction and trades, including welding. Studies have shown that female students often face gender-associated challenges due to being enrolled in male-dominated education programs. Similarly, some female teachers in male-dominated disciplines face gender-associated challenges. Yet, little is known if such gender stereotypes and bias exist among post-secondary students in welding courses. The purpose of this quasi-experimental study was to examine students’ perceptions of learning from both a female and male instructor in a post-secondary welding course. Data were collected during the 2022 spring and fall semesters through a pre-survey at week 4 and a post–survey at week 12 of the course. We examined differences in key variables based on the demographics of the students which included age, gender, and degree of study. Some statistical differences were found among male and female participants regarding their perceptions of learning from a male and female welding instructor, indicating potential gender bias among participants exists based on welding instructor gender. Future research should focus on the variables influencing female welding students’ perspectives. Additional research with a larger sample size should be conducted to verify the
results of this study.Females are underrepresented in construction and trades, including welding. Studies have shown that female students often face gender-associated challenges due to being enrolled in male-dominated education programs. Similarly, some female teachers in male-dominated disciplines face gender-associated challenges. Yet, little is known if such gender stereotypes and bias exist among post-secondary students in welding courses. The purpose of this quasi-experimental study was to examine students’
perceptions of learning from both a female and male instructor in a post-secondary welding course. Data were collected during the 2022 spring and fall semesters through a pre-survey at week 4 and a post–survey at week 12 of the course. We examined differences in key variables based on the demographics of the students which included age, gender, and degree of study. Some statistical differences
were found among male and female participants regarding their perceptions of learning from a male and female welding instructor, indicating potential gender bias among participants exists based on welding instructor gender. Future research should focus on the variables influencing female welding students’ perspectives. Additional research with a larger sample size should be conducted to verify the results of this study.

Does Autonomy Improve Satisfaction and Performance? A Case on Learner Choice

2024-01-29T10:44:34-08:00

Autonomy has been identified as an essential attribute of learner-centered teaching. Allowing learners some choice regarding their learning can positively impact motivation and performance. Some concepts can be illustrated more clearly through film, including agricultural leadership concepts such as the stages of small group development. In this study, we examined differences between learners given autonomy to choose a film for an analysis essay assignment and learners not given a choice. Learners in two sections of an agricultural leadership course focusing on teams and group development were taught the stages of group development. Learners analyzed the development of a team in film. Additionally, learners responded to questions regarding their satisfaction with and perceptions of the assignment. Findings revealed that learners in both sections perceived the assignment as enjoyable. Learners in both groups indicated a preference for their respective treatment in future similar assignments. Both groups performed well on the assignment. Recommendations include replicating this study with an additional measure of motivation, a standardized measure for student satisfaction with learning, and a larger sample size. Given that both groups of learners indicated satisfaction with learning, we recommend instructors consider incorporating films or other media when possible and appropriate.

High School Students’ Motivation Regarding an Integrated STEM Food System Project

2023-11-22T07:59:03-08:00

High school students need to be prepared to enter the workforce and solve real-world problems including food and energy sustainability. Real-world problems require students to apply critical thinking and problem-solving skills and transfer their learning across disciplines. Presented as a grand challenge to students, the food system project utilized an integrated STEM approach complemented by a systems thinking approach that challenged students to analyze relationships with a holistic perspective. This quantitative descriptive study described the perceptions, experiences, and career interests of high school students who completed a food system STEM project. The students self-reported they were interested in the project, they applied scientific reasoning to solve the problem, and they collaborated with peers to apply STEM concepts. Students also reported the project helped them learn more about STEM careers and students reported higher interest in career fields such as science, technology / engineering, the agricultural industry, food industry, and natural resources industry after completing the food system STEM project. Food system integrated STEM projects can be a tool to engage students to solve complex problems and build interest in STEM careers.

Attitudes Toward LGBTQ+ Youth in Agricultural Education: Q Methodology Study

2024-02-19T10:21:30-08:00

Although research indicates school-based agricultural education teachers work to make classrooms more inclusive, some teachers may not feel prepared to support LGBTQ+ youth. The purpose of this study was to explore the attitudes of agricultural education teachers about the inclusion of LGBTQ+ youth in agricultural education. The 38-statement Q set was sorted by 21 Oklahoma agricultural education teachers. The resulting attitudes from the three-factorial solution were labeled: It’s Up to Me, It’s Up to Us, and It’s Up to Leadership. The It’s Up to Me teachers accept the responsibility to create an inclusive environment and program for LGBTQ+ youth. The It’s Up to Us teachers acknowledge the important collective role that students, teachers, and school and university leaders play in creating an inclusive classroom and program. The It’s Up to Leadership teachers acknowledge a need for further education and training in LGBTQ+ inclusion and feel there is too much pressure placed on teachers to be inclusive. The attitudes describe the diverse understandings of how LGBTQ+ inclusion in agricultural education might be implemented and supported with the need for more education and resources in LGBTQ+ inclusion.

Factors Influencing Students’ Decisions to Engage in International Education Opportunities Post-COVID

2024-01-15T08:52:48-08:00

International education opportunities are vital to students’ personal, professional, and educational development. Pre-COVID era research has found that students seek to participate in international education to learn about other cultures, enhance career development, gain world enlightenment, attain personal growth, or for leisure. However, minimal research exists about students’ decision-making factors to engage in international education opportunities post-COVID. The purpose of this study was to examine selected students’ preferred information sources, cues, and perceived challenges that influenced decisions to engage in international education opportunities post-COVID. Descriptive survey methods with a cross-sectional research design were used to gather data on students’ perceptions of international education opportunities. Respondents’ most preferred sources to learn more about international education opportunities were social media (university sites), friends, and academic advisors. Messaging cues that most attracted students’ attention were affordability, personal growth, and learning about another culture. Financial challenges, foreign language skills, and safety (in-country travel, diet, politics) were perceived as the most difficult challenges when deciding to engage in international education opportunities. Universities should make concentrated efforts to use targeted advertising through strategically identified sources and prioritized messaging cues that attract students’ attention and assuage their concerns about engaging in international educational opportunities.

Agricultural and Non-Agricultural College Students' Attitudes Towards Undocumented Migration

2024-01-26T11:34:07-08:00

An estimated 4,350,000 immigrants reside in Texas, comprising 20% of the workforce and wielding a spending power of up to $112.8 billion. Negative sentiment towards migrants has created a hostile environment, despite their substantial socio-economic contributions. Efforts to mitigate this sentiment involve youth education, targeting younger generations to reshape perceptions about immigrants and emphasize diversity's significance. This research assesses undergraduates' attitudes toward undocumented migration and compares agricultural (AGNR) and non-agricultural (non-AGNR) students' stances. In this quantitative study, 452 participants completed the 20-item Attitude Toward Illegal Immigration survey, assessing constructs like cost-benefit, free flow, and human rights. Descriptive statistics, Mann-Whitney U tests, and multiple regressions were employed to analyze and compare Free flow (Model 1), Cost-Benefits (Model 2), Human Rights (Model 3), and the average attitude towards undocumented migration (Model 4). Results revealed a significant difference in undocumented migration scores. AGNR students slightly leaned against undocumented migration versus non-AGNR peers. Multiple regressions showed gender, ethnicity, and political inclination as significant predictors in both AGNR and non-AGNR models (cost-benefit, free flow, human rights, and undocumented migration). Further research should delve into these predictors' underlying reasons and replicate analyses in other US universities US using different approaches, such as a qualitative design.

Leveraging Brokers and Social Learning to Support Post-Pandemic Leadership Learning

2024-04-19T12:41:34-07:00

The COVID-19 pandemic and subsequent responses affected students of all ages academically, mentally, and emotionally. As leadership educators, we felt compelled to respond to adjust our programming and pedagogy for a post-pandemic era. This study aimed to explore the experiences of the first-year college of agricultural science students who engaged in an intentional community of practice about leadership. We used a case study approach and a social learning theory to specifically investigate how a social learning environment and the use of brokers contributed to student leadership trajectories. We found that student leadership trajectories shifted because of engaging in a caring community with the aid of candid and connected brokers. A small class size, multiple connections with an industry professional, and a course centered on student voice resulted in new confidence and plans to pursue future leadership opportunities.

Virtual Soil Science Laboratory Sessions: Delivery and Student Perceptions

2023-03-22T10:18:48-07:00

Laboratory classes effectively enhance student understanding and appreciation of course concepts. With course delivery suddenly shifted into the online format due to the COVID-19 pandemic, four laboratory exercises in each of two introductory-level soil science courses were converted into virtual sessions delivered in the form of student-accessible videos. Each laboratory video included a pre-lab discussion, demonstrations of a process or experiment, prompts to answer questions and record data, and/or explanation of relevant calculations. The online link to the video was provided in a laboratory guide which doubled as the report document that students submitted online. Semester-end surveys (n=130) reveal that at least 97% of students agreed or strongly agreed that virtual labs successfully demonstrated key processes and at least 96% thought that the virtual labs enhanced student understanding of soil science concepts. Over 90% of students considered the virtual labs as successful substitutes for hands-on exercises in COVID19-affected semesters. The absence of instructors who could immediately address questions and classmates to discuss results were the two main challenges. Students liked the ability to review the video if things were unclear the first time. While it has its limitations, virtual lab sessions were perceived as successful substitutes to in-person laboratory activities.

Implementing an S/U Undergraduate Research Course in a College of Agricultural and Life Sciences

2023-12-06T09:26:37-08:00

Undergraduate research experiences provide engaging learning opportunities but are often not formally assessed for gains in knowledge and skills. This study examined undergraduate research assessment practices and the implementation of a satisfactory/unsatisfactory (S/U) research course in all academic units within a college of agricultural and life sciences. During the 2013-2014 academic year, students registered for a letter-graded research course, and supervising faculty were surveyed regarding assessment practices. Based on survey responses, an S/U 0-3 credit research course and syllabus template were implemented and subsequently evaluated in the 2015 and 2020 fall semesters. At baseline, most students did not receive a syllabus (87%) but were informed of expectations (89%); grades were determined by attendance and participation, findings confirmed by faculty respondents. Following implementation, 58% agreed or strongly agreed that they were more likely to participate in research with a 0-credit option (78%) and that having research on their transcript was important (89%). By 2020, 64% of respondents preferred a 0-credit option. Receiving a syllabus continued to be uncommon. S/U-grading of undergraduate research may be most appropriate for participatory-based assessment; however, steps are needed to promote the 0-credit option and ensure syllabi use for transparency of expectations and assessment criteria.