Land-grant Universities Research Articles

Reckoning with the Legacy of Land-Grant University Libraries, Archives, and Special Collections as Ventures of Pioneer Veneration

Land-grant colleges and universities in the United States, and by extension their libraries and archives, seek to uphold a three-part mission of teaching, research, and service, while also focusing on equality of access, regardless of class. The admirability of that mission, however, is tempered by “genesis amnesia,” where, as Pierre Bourdieu and Jean-Claude Passeron say, “societies cover up or erase the origins of policies or institutions in order to obfuscate the social constructions that underlie them.” Other former settler colonies, such as Canada, maintain similarly structured and afflicted colleges and universities. For many institutions, the terms “land-grant,” or in Canadian contexts “land-endowed” or “land-financed,” act as a veneer, covering up and at times venerating an extractive and traumatic process by which Indigenous peoples were dispossessed of their lands. In this reflective case study, we define pioneer veneration as a symptom of colonialism and describe recent efforts to challenge it within our own library and archives. Using two collections containing Indigenous knowledges but not (primarily) Indigenous belongings, we explore our attempts to challenge pioneer veneration and seek out more impactful and purposefully reparative avenues of service to Indigenous patrons and stakeholders. By specifically defining the term pioneer veneration and discussing our institution’s effort to counter it in two specific collections, we hope to expand the lens of the types of collections that can be part of decolonization work and offer some replicable examples of work that redresses white supremacy and colonialism in institutional archives.

A Historical Review of Course Requirements in Agricultural Mechanics for Agricultural Education, Teacher Education Undergraduates at Nine 1862 Land-Grant Universities

A Historical Review of Course Requirements in Agricultural Mechanics for Agricultural Education, Teacher Education Undergraduates at Nine 1862 Land-Grant Universities

Doing GOOD: defining a green operational outcomes domain for nitrogen use in New York corn silage production

CONTEXTEffective nitrogen (N) management is an essential aspect of productivity and sustainability of corn silage (Zea mays L.) production in New York (NY) dairy systems. Implementing end-of-season evaluations for N use can help farms identify opportunities to refine N management over time, and support field experimentation through the NY adaptive N management process. OBJECTIVESThe objectives of this study were to (1) define operational or feasible outcome values for end-of-season field N use efficiency (NUE) indicators in NY corn silage production, (2) characterize NUE indicators across a dataset of field observations, and (3) delineate complementary graphical tools and numerical indicators to identify opportunities for N management refinement over time. METHODSData were collected for 994 corn silage field*year observations (10,048ha) across eight NY dairies. For each observation, N balances (N supply - N removal) and N removal/N supply were calculated based on land-grant university (LGU) guidelines and farm management data. A green operational outcomes domain (GOOD) was defined, and a series of complementary graphical tools and numerical indicators were created to identify opportunities for N management refinement over time. RESULTS AND CONCLUSIONSFeasible outcome values for NUE indicators in the GOOD framework were established at a 50% minimum N removal/N supply and a 159kgN ha-1 maximum tolerable available N balance. Feasible values were in partial agreement with previous literature, did not constrain P-based manure applications, and identified fields with large N balances and low efficiencies in the context of adaptive N management. Considerable farm-to-farm differences existed, with 66% of field*year observations meeting the GOOD feasible values and 34% displaying opportunities for refinement. The strategies with largest potential for enhancing N management included reducing N inputs and evaluating non-N yield barriers (e.g. drainage, pests) for fields with low yields and high balances, increasing manure N utilization efficiency (with spring injection or incorporation), and crediting N contributions from sod. SIGNIFICANCEThe current work proposes a practical end-of-season evaluation framework for N management in corn silage that is easy to scale across NY dairies to facilitate implementation of the NY adaptive N management process. The framework also allows farmers to assess current practices and identify opportunities for management refinement over time. Enhancing NUE in corn silage should result in financial benefits for farms and reduced N losses to prevent water quality impairment and/or direct or indirect nitrous oxide emissions that contribute to global warming.

Strategies for Land-Grant Universities to Foster Public Trust

Abstract This review article explores the role of land-grant Extension amidst an escalating epistemic crisis, where misinformation and the contestation of knowledge severely impact public trust and policymaking. We delve into the historical mission of land-grant institutions to democratize education and extend knowledge through Cooperative Extension Services, highlighting their unique position to address contemporary challenges of information disorder and declining public confidence in higher education. Land-grant universities can reaffirm their relevance and leadership in disseminating reliable information by reasserting their foundational principles of unbiased, objective scholarship and deep engagement with diverse stakeholders. This reaffirmation comes at a critical time when societal trust in science and academia is waning, necessitating a recommitment to community engagement and producing knowledge for the public good. The article underscores the necessity for these institutions to adapt to the changing information landscape by fostering stakeholder-engaged scholarship and enhancing accessibility, thus reinforcing their vital role in upholding the integrity of public discourse and policy.

Enabling Impacts: Building a Broader Impacts Community of Practice at a Land-Grant University

The Broader Impacts (BI) activities required of researchers funded by the National Science Foundation (NSF) often involve public engagement, including K-12 outreach, informal science education, public exhibits and performances, advocacy and policy change, and business and entrepreneurship. The ARIS Broader Impacts Toolkit (Advancing Research Impacts in Society, 2024) is an online resource designed to help researchers develop BI plans for their NSF proposals. Several elements of the Toolkit address critical aspects of public engagement, making the Toolkit a valuable resource for researchers new to BI or public engagement, especially when integrated into wider BI communities of practice. We discuss how the national-level BI Community of Practice (BI-CoP) developed and sustained by the NSF-funded Center for Advancing Research Impacts in Society (ARIS) contributed to the development and continuing evolution of an institutional-level BI CoP at a large land-grant public university. The personal narratives of members of the institutional-level BI-CoP reveal how the ARIS BI-CoP has supported their learning, fostered collaboration around BI at their institution, supported the development of an institutional BI-CoP, and increased their capacity to assist researchers with developing and implementing BI plans. The experiences of consultants and researchers demonstrate that supportive and well-resourced BI-CoPs at the national and institutional level are essential for making effective use of the Toolkit and developing BI plans that are innovative, inclusive, and impactful.

The ARIS Broader Impacts Toolkit: An Online Guide to Support Broader Impact Project Development and Evaluation for Researchers and BI Professionals

The Center for Advancing Research Impacts in Society (ARIS) Broader Impacts (BI) Toolkit is a collection of online, interactive tools focused on the generation of broader impacts activity plans that satisfy the criteria of proposals submitted to the National Science Foundation (NSF). The BI Toolkit includes a set of ARIS Guiding Principles, a Planning Checklist, the BI Wizard, and the BI Rubric. Over a three-year period, the ARIS BI Toolkit was pilot-tested with BI professionals located within ten institutions geographically distributed across the United States. The participating institutions represented a range of R1 and R2 institutions, Land-Grant Institutions, and Minority Serving Institutions with BI professionals serving in centralized and decentralized capacities within the institutions. This paper discusses the development of the ARIS BI Toolkit, its evolution through usability testing, a description of the BI Toolkit as it currently exists, and goals for future expansion.

From Educator to Broader Impacts Professional: A Case Study Analysis of the BI Toolkit Approach

Increasing emphasis is being placed by granting agencies on the need for specialists who support the translation of research into societal benefits. This societal benefit is often referred to as broader impacts (BI), and BI is important for acquiring grant funding and fulfilling land-grant university missions, among other benefits. However, few career paths lead directly to becoming a BI professional, so individuals moving into BI work need to transition from another career, which requires learning about BI. This case study examines the experiences of four former classroom teachers making the transition to both teacher educator (a teacher of teachers) and BI professional, and the ways in which their transition was supported using the Center for Advancing Research Impacts in Society (ARIS) BI Toolkit. Implications for onboarding using this toolkit are described and recommendations are made for how to use the ARIS BI Toolkit for transitioning BI professionals.

Training for transformation: examining food systems courses at US land-grant universities

Higher education institutions can play an essential role in preparing students to participate in movements for just and sustainable food systems change. For the past two decades, many United States land-grant universities (LGUs) have developed food systems education (FSE) courses. This study examined the extent to which FSE courses employ four capacities deemed crucial by the FSE literature: multidimensional approaches, interdisciplinarity, centering equity, and training students to take action in food systems. The syllabi of 171 undergraduate courses at 20 LGUs were obtained by contacting instructors, and their course descriptions and learning outcomes were analyzed. This subset of LGUs were identified from the membership list of the Menus of Change University Research Collaborative (MCURC), a nationwide network of colleges using campus dining halls and classrooms as living laboratories for food systems change. Most course descriptions and learning outcomes exhibited multidimensional approaches and interdisciplinarity. However, many failed to incorporate teaching content and practices that help students critically examine equity and social justice issues in food systems, or engage in transformative change. LGUs have both the resources and urgent responsibility to empower students to be part of movements to transform unjust, unsustainable food systems. The findings of this study, and an accompanying open-access syllabus website, aim to accelerate the development of FSE curricula that prepare students to change food systems.

First-gen and the library: a survey of student perceptions of academic library services

PurposeAlthough a significant share of undergraduates, first-generation college students (FGCS) remain difficult to characterize. Consequently, academic libraries are challenged to identify the services most important to FGCS. This study measured the perceived importance of and satisfaction with library services among undergraduate students at an R1 land-grant university. The study further compared FGCS’s perceptions of library services with those of their non-first generation peers.Design/methodology/approachThe authors measured importance and satisfaction using the Measuring Information Services Outcomes (“MISO”) Survey. They further analyzed responses according to first-generation status. The authors then compared mean scores and used the Wilcoxon rank-sum test to find statistical differences in perceived importance and satisfaction between first-generation and non-first-generation respondents.FindingsThe difference between first-generation and non-first-generation student responses was statistically significant for 35% of library services. FGCS rated library services higher than their non-first-generation peers for both importance and satisfaction. FGCS perceived library services related to physical spaces and access/discovery as most important. Library services that provide student support or access to technology showed strong evidence of difference between first-generation and non-first-generation student responses. The authors also determined the MISO Survey is a measure for assessing FGCS perceptions of library services.Originality/valueThis study adds quantitative evidence to research on FGCS and academic libraries, further demonstrating the importance of library services to FGCS.

Credibility Judgments in Higher Education: A Mixed-Methods Approach to Detecting Misinformation from University Instructors

Given the convenience with which information can now be acquired, it is crucial to analyze cases of potential misinformation and disinformation in postsecondary education. Instructor credibility judgments were measured using descriptive survey research, and the main objective was to investigate trends related to misinformation, credibility, trust, bias, and others in graduate students and on a graduate program basis. Participants were surveyed from a land grant institution in the southeast United States where 186 graduate students completed an electronic survey on the detection of misinformation and similar experiences. Graduate students were divided based on graduate program into STEM (sciences, technology, engineering, and mathematics) and non-STEM groups. Quantitative methodologies included validated questionnaires developed by researchers containing Likert-type scale questions. Chi-square tests of independence and frequencies served as primary analyses. Participants in both STEM and non-STEM groups detected the following: misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. There were significant differences between the type of student for trust in claims (p < 0.05), while the perception of potential consequences tended to be different between the types of graduate students (0.05 < p < 0.10). Participants in both STEM and non-STEM groups reported perception bias in science material presentation, with STEM students reporting less bias. Qualitative methodologies included optional open response boxes to provide supporting details or narratives. Reliable and validated thematic coding following served as the primary analysis. Students disciplined in STEM and non-STEM faced misinformation, bias, challenges, intimidation, risk of measurable consequences, pressure to conform, and skepticism from post-secondary instructors. Graduate students reported consistent instances of misinformation and bias about science and agriculture topics in both science and non-science-focused classrooms.

Navigating challenges in American higher education: Korean international Christian students’ use of spiritual capital in response to white Christian nationalism

Despite extensive scholarly debates on Christian privilege and Secular privilege in American higher education, the voices of international students have often been absent from this discourse. This article is a response to a recent call for diverse perspectives to advance current discussions on white Christian nationalism in American higher education. Borrowing Bradford Verter’s (2003) spiritual capital, we explore Korean international Christian students’ experience of white Christian nationalism and its counter-movements in a college town near a public land-grant university in the Northeast. Through life history interviews with 16 participants, our study reveals the complex, problematic, and nuanced relationship between Korean international Christian students and white Christian nationalism. On the one hand, our participants acknowledged that the dominance of whiteness in Christianity led their professors and classmates to overlook the possibility that Asians could also be Christian, resulting in feelings of isolation and marginalization in class. On the other hand, they encountered the perception of Christianity as outdated, broken, and unintellectual among American professors and colleagues, which silenced their voices. In navigating these challenges, participants drew on their spiritual capital to construct their meanings, identities, and belongings in the social, academic, and religious realms.

Exploring Pharmacy Students’ Leadership Styles Using the 5 Voices Assessment

ObjectiveLeadership development assessments are a critical component of student pharmacists’ understanding and development of effective team strategies. MethodsThe 5 Voices tool, developed by GiANT Worldwide, was incorporated into the leadership curriculum across 2 colleges of pharmacies for second-year Doctor of Pharmacy (PharmD) students. One public land-grant institution administers the assessment in the fall semester during a 2-h class session as part of a leadership elective leadership course and a private liberal arts institution distributes the 5 Voices assessment to all students during a 1-h spring semester required course. ResultsResponses from 456 PharmD students were included in the analysis, with 159 (34.9%) and 297 (65.1%) coming from the University of Minnesota and Drake University, respectively. Overall, 49.1% of PharmD students had nurturer as their foundational (first) voice. No differences were found in the distribution of first voices between institutions. The PharmD data are higher than the nurturer population-level average (43%). ConclusionIntroducing students to the 5 Voices assessment provides an opportunity for them to gain a better understanding of what they can contribute to a team. In addition, because nurturer is a dominant voice, this understanding can help provide appreciation for other voices necessary for team development.

COVID-2019—A Personal Account of an Academic Institute’s Response to the Pandemic

The unprecedented introduction and spread of SARS-CoV-2, responsible for the COVID-19 epidemic, had many varied and unanticipated consequences for the United States and other countries. In addition to the direct effects of human infection, multiple industries, commodities, and jobs were impacted. This review describes the impact on an academic institution, with a chronological account of events related to constantly changing perceptions and understanding of the pandemic. Although a personal account, the objective is to document how leadership was able to adjust to circumstances in order to support research activities, student education, and the academic goals of our land grant university. It is hoped that these examples will inspire and better prepare us for a subsequent event and avoid what for the COVID-19 situation might be summarized as a progression from procrastination-pandemic-panic-pandemonium-endemic

Communicating about diversity: challenges and strategies related to integrating race into the rural higher education classroom

ABSTRACT In a country where conversations about race, racism, power, and identity are becoming more commonplace and viewed as a necessity for creating an inclusive society, it is striking that many higher education faculty members struggle to incorporate these kinds of conversations into the classroom. While studies have pointed to a variety of reasons, including faculty members’ racial literacy and their White fragility, few studies to date have examined what faculty members from American rural contexts view as obstacles and opportunities in discussing race in the classroom. This study fills this gap by examining what barriers and strategies faculty members from a rural Predominantly White Sea and Land Grant institution engage with when discussing race-related topics in the classroom. Utilising a mixed-methods approach, this study’s findings revealed barriers consisting of instructor ambivalence and discomfort, student discomfort, lack of experience with and insight into discrimination, and institutional issues such as lack of support. This study also identified strategies that instructors indicated using to successfully incorporate race into the classroom, including strategies aimed at creating a productive classroom environment, exposing students to diversity, and creating an environment that allowed for critical reflexivity. The study concludes with recommendations on how higher education administrators and instructors in rural areas can work to render discussions about race more constructive and meaningful.

Exploring Land-grant Institution Partnerships to Better Serve Audiences

Exploring Land-grant Institution Partnerships to Better Serve Audiences

Exploring techniques to improve machine learning’s identification of at-risk students in physics classes

Machine learning models were constructed to predict student performance in an introductory mechanics class at a large land-grant university in the United States using data from 2061 students. Students were classified as either being at risk of failing the course (earning a D or F) or not at risk (earning an A, B, or C). The models focused on variables available in the first few weeks of the class which could potentially allow for early interventions to help at-risk students. Multiple types of variables were used in the model: in-class variables (average homework and clicker quiz scores), institutional variables [college grade point average (GPA)], and noncognitive variables (self-efficacy). The substantial imbalance between the pass and fail rates of the course, with only about 10% of students failing, required modification to the machine learning algorithms. Decision threshold tuning and upsampling were successful in improving performance for at-risk students. Logistic regression combined with a decision threshold tuned to maximize balanced accuracy yielded the strongest classifier, with a DF accuracy of 83% and an ABC accuracy of 81%. Measures of variable importance involving changes in balanced accuracy identified homework grades, clicker grades, college GPA, and the fraction of college classes successfully completed as the most important variables in predicting success in introductory physics. Noncognitive variables added little predictive power to the models. Classification models with performance near the best-performing models using the full set of variables could be constructed with very few variables (homework average, clicker scores, and college GPA) using straightforward to implement algorithms, suggesting the application of these technologies may be fairly easy to include in many physics classes. Published by the American Physical Society 2024

The need and acceptability of a youth mental health mentoring model to supplement adolescent outpatient mental health services

Youth mental health challenges in the United States continue to escalate at an alarming rate. To address this crisis, there is an urgent need to develop innovative strategies for delivering effective mental health care to youth. The aim of this study was to assess the need and acceptability of a youth mental health mentoring model for adolescents engaged in outpatient mental health services. Participants included adolescents currently engaged in outpatient mental health services (n = 3, 14–17 years old; 66 % Black; 100 % cisgender boys), parents/guardians of adolescents currently engaged in mental health services (n = 4; 50 % Black; 100 % cisgender women), clinicians who provide adolescent mental health services in an outpatient setting (n = 5; 100 % White cisgender women), and potential paraprofessional mental health mentors recruited from a large land-grant University (n = 5; 40 % White; 60 % cisgender women). All participants were recruited from an urban setting in the midwestern United States. Data collection occurred remotely. Following protocols that were approved by an Institutional Review Board, participant groups were provided an overview of the proposed model and asked a series of open-ended questions in four separate focus groups to gauge the perceived need and acceptability of this type of program model. Thematic data analysis was used to analyze data. Across participant groups, results indicated a clear need for supplemental mental health services and high acceptability of the proposed youth mental health mentoring model. Participants offered specific recommendations for model development, especially related to mentor selection, training and supervision.

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

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.

Enhancing diversity, equity, and inclusion within agricultural higher education: Insights from Black faculty and administrators in agricultural colleges at United States land grant institutions

The experiences of Black faculty as leaders and administrators in the field of agriculture have not been widely studied nor reported. The goal of this research focused on Black faculty leaders' experiences in agriculture to gain firsthand insights regarding the enhancement of diversity, equity, and inclusion within agricultural higher education. The central research question guiding the study was: What are the experiences of Black faculty leaders at Colleges of Agriculture at Predominantly White Institutions (PWIs)? Counter-storytelling was used to explore the personal narratives of eight participants. These experiences fall within the tenets of Critical Race Theory. Three primary themes emerged: Navigating Leadership: Microaggressions in the Midst; Inequities: Is Everyone Really Equal; and Isolation: The Lone Ranger. Findings of this study hold valuable implications for practitioners, policymakers, and academic institutions seeking to enhance diversity, equity, and inclusion within agricultural higher education. Recommendations for policy and practice include providing support for leadership mentoring and professional development, conducting robust research on the intersection of race, ethnicity, and gender for faculty of color, and establishing collaborative initiatives between academic institutions, industry partners, and community organizations to address historical disparities and stimulate interest in agriculture among Black communities.

Palmer Amaranth in the Pacific Northwest

AbstractPalmer amaranth is one of the most troublesome pigweeds in crop production systems in the United States. It only recently started to appear in the Pacific Northwest (PNW). A coordinated extension and outreach effort among land grant universities (University of Idaho, Oregon State University, and Washington State University), Amalgamated Sugar, other commodity commissions, and industry was launched to track Palmer amaranth in the PNW. In 2023, tissue samples were collected from pigweeds suspected to be Palmer amaranth with tests providing confirmation. Palmer amaranth was detected in several crops as well as right‐of‐way and private property. Most of the Palmer amaranth populations were confirmed to be resistant to glyphosate. Additional surveys and resistance screening efforts are underway to map the distribution of Palmer amaranth and assess the level of herbicide resistance across the region. Earn 0.5 CEUs in Integrated Pest Management by reading this article and taking the quiz at https://web.sciencesocieties.org/Learning‐Center/Courses.