The Utah Urban and Small Farms Conference (USFC) provides outreach to new and existing small and urban agricultural producers facing urbanization and environmental challenges. The annual event attracts agricultural producers, home gardeners, stakeholders, and representatives and organizations in Utah and across the United States. Themed sessions given by producers, government personnel, and Extension faculty result in information adoption and implementation, community partnerships, and Extension educational outreach, influencing professional careers and urban agriculture governance. The USFC model may assist organizations and communities facing similar challenges, helping urban and small farmers navigate obstacles and opportunities through education and information sharing.

This article presents a structured approach for instructors in agricultural economics to explore the evolution of U.S. cotton policy, focusing on a podcast to build background knowledge and the use of real-world letters between agricultural leaders to link political decisions to policy outcomes. By examining key legislative changes, international trade disputes, and correspondence between the Chairman of the House Committee on Agriculture and the Secretary of Agriculture, students gain insights into the intersection between politics and agricultural policy. Classroom activities, discussions on the World Trade Organization (WTO) case of Brazil vs. United States, and assignments involving real-world letters and composing a follow-up letter in an ongoing correspondence enhance students’ understanding and critical thinking skills. The discussion and activities accommodate various levels of student preparedness. Optional homework and class discussions further reinforce the practical applications and real-world implications of cotton policy for both domestic and international stakeholders. These discussions and learning activities help students critically analyze policy decisions, examine the global implications of U.S. agricultural policies, and develop persuasive arguments for policy advocacy.

An undergraduate honors program in agricultural economics confers a multitude of advantages, fosters an enriching academic experience, and propels students toward professional excellence within the agricultural sector. A major difficulty that many programs must manage is how to get more students interested and engaged in these programs, particularly as new pathways to our programs are developed. There is a lack of standardization concerning honors content and processes, particularly for transfer students. In programs that are commonly considered “found” majors, students may have the potential for honors research, yet are not sure how to engage in the short two years in the major. This article details existing honor program structures and offers a pathway toward a rigorous and comprehensive curriculum tailored to students who have two years to complete their program. The first year focuses on building a strong foundation in their field. In the second year, students embark on a specialized research project under the guidance of experienced faculty mentors. At the program’s conclusion, participants will have engaged with the complexities of agricultural economics and honed their critical thinking, research, and communication skills.

Preparing the next generation of agricultural economists is critical to providing solutions to the numerous challenges faced within agriculture. Although undergraduates benefit from undergraduate research (UR), there is limited understanding of why and how faculty incorporate undergraduates in their research programs. To examine this issue, this study seeks to increase: (1) understanding of the motivations, (2) perceived support for, and (3) anticipated outcomes of agricultural economists who engage in UR. Based on an online survey distributed to U.S. faculty, results provide a perspective of the motivations of research mentors to engage in UR, prevailing advising models, and objectives, and perceived positive externalities to the field of agricultural economics. Intrinsic and extrinsic motivations may play an important role in faculty willingness to provide UR opportunities. Additionally, institutional bodies can alleviate the difficulties researchers face when engaging undergraduates, thereby increasing the overall interest of faculty and students in agricultural and applied economics to engage in research

Despite the benefits resulting from experiential, active, and problem-based course design, most economics classes still rely on “chalk and talk.” Economics departments have been slow to develop accessible, course-based experiential learning opportunities such as undergraduate research, and even fewer incorporate service-learning projects. These activities provide an opportunity for students to apply economic concepts to their communities. However, the few service-learning based economics courses discussed in the literature do not include collaboration with departments of Extension, despite the clear synergistic possibilities. This paper describes a project-based service-learning course where student undergraduate teams, with a master’s student team leader, serve as consultants to address an organizational or business problem faced by a local agrifood operation. Using economic tools and primary data collection and analysis, teams develop a marketing plan that provides actionable recommendations, including a presentation to the client. Students enjoyed the course, demonstrated improvements in conducting research and survey design, and by the end of the course, students were more knowledgeable about Extension and had positive perceptions of its impacts. While there are benefits to departments of agricultural economics or agribusiness developing these types of courses, they also require additional effort on the part of both the instructor and the students.

An undergraduate honors program in agricultural economics confers a multitude of advantages, fosters an enriching academic experience, and propels students toward professional excellence within the agricultural sector. A major difficulty that many programs must manage is how to get more students interested and engaged in these programs, particularly as new pathways to our programs are developed. There is a lack of standardization concerning honors content and processes, particularly for transfer students. In programs that are commonly considered “found” majors, students may have the potential for honors research, yet are not sure how to engage in the short two years in the major. This article details existing honor program structures and offers a pathway toward a rigorous and comprehensive curriculum tailored to students who have two years to complete their program. The first year focuses on building a strong foundation in their field. In the second year, students embark on a specialized research project under the guidance of experienced faculty mentors. At the program’s conclusion, participants will have engaged with the complexities of agricultural economics and honed their critical thinking, research, and communication skills.

his article describes an intentionally designed two-pathway (in-class and out-of-class) framework for undergraduate students to gain research opportunities and analytical skills in an applied undergraduate economics degree program located in the Deese College of Business and Economics at North Carolina Agricultural and Technical State University (NC A&T), a high research activity Historically Black College and University (HBCU), 1890 land-grant university. This framework is being expanded across the Deese College, building on the success of past undergraduate research activities in the economics department. We summarize the design and pilot implementation of this framework that scaffolds hands-on research experiences and practical research skill development over multiple years, involving multiple stakeholders. The framework seeks to increase the number of underrepresented students engaged in applied research experiences and prepare students for a future that encompasses graduate studies and research-based employment

Research is a core activity at universities, but the largest group of people at most universities—the undergraduate students—frequently graduate without scientific research experience. In this case study, we highlight challenges to engage undergraduates in the research process and focus on three key issues: student interest, timing, and access. We then report on our experience of preparing and rolling-out a research internship program designed to overcome these three hurdles. We target: (1) students not interested in a career in research, (2) lower-division students with little to no classroom research experience, and (3) students who are underrepresented in economics and/or STEM based on their race/ethnicity or gender identity. We candidly discuss the benefits, costs, hurdles, constraints, and successes of the program’s first cohort and make recommendations for others interested in curating similar programs at their own institutions.

Through undergraduate research experiences (UREs), students develop important knowledge and skills, such as reading and understanding scientific literature, working independently, and communication skills. The acquired knowledge and skills apply to their professional life, regardless of whether students pursue a career in science. Because students choose to participate in these experiences, the overall satisfaction and perceived benefits of the experiences tend to be positively evaluated. The URE is a graduation requirement at the Panamerican Agricultural School (Zamorano University). To the best of our knowledge, no literature explores student satisfaction and perceived benefits in the context of mandatory UREs. In this teaching method article, we present details on the URE at Zamorano University, including its modalities, procedure, and required human and capital resources, student satisfaction, and perceived benefits for the 2023 agribusiness cohort, and the overall impact to society. The results suggest most students were satisfied or very satisfied with the experience and perceived moderate to significant benefits. However, mean satisfaction and perceived benefits were lower than non-mandatory UREs at other institutions. Finally, we present evidence of the UREs’ contribution to faculty involved in advising and its benefits to society.