NACTA Journal

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

Gary Wingenbach, Ali Wooten — Mon, 22 Apr 2024 00:00:00 -0700

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.

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

Wendy Dahl, Amanda Ford, Allen Wysocki — Sun, 31 Mar 2024 00:00:00 -0700

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.

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

Jayden Lawrence, Michael Barrowclough, Drew Lugar — Fri, 19 Apr 2024 00:00:00 -0700

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).

Exploring Graduate Students’ Experiences in a College of Agriculture

Shayne White, Dr. Courtney Meyers, Dr. Christy Bratcher — Thu, 07 Mar 2024 00:00:00 -0800

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.

Factors Influencing Undergraduate Students Toward Choosing a New Course

Mon, 01 Apr 2024 00:00:00 -0700

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.