Land-grant Universities Research Articles

Do college students demand lower tuition for online learning? Empirical evidence from choice experiments during COVID-19

ABSTRACT To address student concerns about full tuition rates while taking online courses during COVID-19, we conducted choice experiments at a representative U.S. land-grant university to elicit students’ willingness-to-pay for alternative course delivery modes. Results show that students demanded 30% and 7% tuition discounts for fully online and hybrid learning, respectively. A welfare analysis further reveals that 63% of the total welfare loss during Fall 2020–Spring 2022 was compensated for by the Higher Education Emergency Relief Fund (HEERF) funding. Based on our findings, we suggest measures to facilitate students’ learning experiences and emphasize the importance of leveraging government appropriations.

Case study regarding adult students’ learning of world languages and cultures in a unique voluntary and learner-centred nonformal setting

The purpose of this qualitative study was to examine a group of adult students’ learning of world languages and cultural practices by incorporating common literacy practices (listening, reading, speaking, writing) in a unique, voluntary, learner-centred, nonformal setting (e.g. World Language and Culture Program [WLCP]) at a large western land-grant university in the United States during the 2019 spring semester. The primary objectives of this study are to provide insight into what and how adults learned in this unique environment. Drawing from Simons, the study was framed as a qualitative descriptive case study. Data sources included interviews, observations, field notes, and artefacts. Data analysis drew on the Deep Approach conceptual lens and the Interpret Analyse Present Interact (IAPI) curriculum model to understand adult students’ learning in this WLCP. Findings showed that adults learned real-life conversation skills and cultural practices (geography, traditions, religious practices) by incorporating common literacy practices (listening, reading, speaking, writing) from volunteer facilitators who were natives of the particular world language and culture. The participants learned these world language conversation skills and cultural practices in a variety of learner-centred ways: (a) practice with heritage speakers of the language, (b) meaningful interactions with peers, (c) contextualised simulations, (d) spontaneous exposure, and (e) instructional scaffolding.

Service, Interrupted: Analyzing Chat Reference Referrals

ABSTRACT This study examines chat reference interruptions at a public land grant university, focusing primarily on referrals. Since interrupted service is never ideal, how do we best handle these situations, both with the patrons and within and across library departments? Researchers examined chat transcripts and pinpointed transactions that contained interruptions or delays in service. The transcripts with service interruptions were then combed and analyzed to discover which strategies and actions proved most successful, and which library departments or staff members were absorbing most of the referred queries. Findings not only provided evidence and case studies for better reference training and interdepartmental cooperation, but also shed light on the intricacies of referrals. The analysis revealed many paths forward, including creating targeted canned chats, utilizing our findings in reference trainings, and improving communication and cooperation with the most referred-to library department.

A call for collaboration among food systems programs in higher education to train the future workforce

A well-trained food systems workforce is in high demand, and food systems education programs are proliferating in higher education. However, these programs often struggle to embody the full interdisciplinary scope of the field of food systems, in part due to the limitations of traditional academic structures. Here, we present an inventory of existing U.S. food systems educational programs which showcases the breadth of their geographic distribution and disciplinary contexts. We pair this with a case study of two geographically proximal, highly complementary programs, one at a land grant university and one within a school of public health. While the individual programs face challenges in achieving full interdisciplinarity, their pairing showcases that striking opportunities exist to augment interdisciplinarity through inter-institutional collaboration. More models of successful inter-institutional collaborative food systems education are needed. Growth in this area would be aided by external funding for proof-of-concept models, fostering learning networks across disciplinarily distinct programs, and fighting the mission creep of individual programs striving to “do it all” at the expense of quality, stability, or an appreciation for the value of diverse core strengths.

Systematic investigation of inadequate food access at a large southeastern land grant university.

Over the past decade, the impact of low food security on student well-being and academic performance has become a growing concern at institutions of higher education across the U.S. This mixed methods study adds to the growing body of evidence on the association between student socio-demographic and economic characteristics and food security. An online survey covering food access, student well-being, and housing security was sent to 35,337 undergraduate and graduate students at a large southeastern land grant university. A total of 2,116 complete responses were received; a 6% response rate. The survey responses also included 176 written statements by students. The survey found that 16% of both undergraduate and graduate students had low or very low food security, as defined by a modified USDA food security measure. The socio-demographic and economic characteristics that were linked to a higher likelihood of low food security included: having a GPA of less than 3.0, having a disability, being an international student, being a first-generation student, being a transfer student, going into debt to pay for food, being a Black or African American student, having poor mental health, having uncertain living arrangements, and having no medical insurance. Recommendations for enhancing student access to food, housing, and mental health services are discussed.

Are Productive Scientists More Willing to Engage With the Public?

Scientists are increasingly expected to participate in public engagement around prominent science and technology issues. However, scientists remain concerned that public engagement takes time away from conducting research. Little is known about the relationship between scientists’ productivity and their willingness to participate in different types of public engagement. Using a census survey of scientists from 30 U.S. land-grant universities ( N = 5,208), we find that productive scientists are slightly more willing to participate in public scholarship than less productive scientists. In addition, social science consideration, institutional incentives, and self-efficacy are associated with a greater willingness to participate in public scholarship and informal science education.

Institutionalizing Agricultural Ethics

When something is institutionalized, it is established as a convention or norm of an organization or culture. Most professional disciplines have institutionalized and published their professional ethical expectations. Universities routinely include ethical study in the curriculum for medicine, law, business, and the environment. The agricultural science curriculum lacks consideration and study of the effects of agriculture’s ethical dilemmas on society. Moreover, agriculture, the essential human activity and the most widespread human interaction with the environment, needs a defined moral foundation. Ethics has not been institutionalized in US land-grant universities with agricultural colleges,2 colleges of agriculture in other countries, agricultural professional organizations, or the agribusiness industry. That is not to say there are no professional ethical standards.

University contributions to sustainability via state-level climate action plans in the USA

Purpose The purpose of this study was to conduct a preliminary analysis of the role of higher education institutions (HEIs) in state climate science assessment (CSA) and state climate adaptation plan (CAP) development in the USA. Design/methodology/approach This study uses a content review of US state government and land grant (LG) university websites, including 36 CSAs and CAPs. These data informed the development of a tiered conceptual model of HEI engagement in state climate action planning. The conceptual model is evaluated through the lens of coproduction within knowledge networks. Findings HEI contributions to state-level climate action planning in the USA are highly variable, ranging from minimal engagement to defined roles in the development and implementation of robust state CAPs. Novel approaches to optimize effective exchange between scientists and decision-makers that also increase the engagement of academia are needed. Practical implications This study advocates for and provides a replicable example of HEI engagement in the development of mechanisms that increase the connectivity of in-state climate networks. Such mechanisms optimize information sharing and engagement, consequently building sustained capacity for in-state collaboration at the science–policy interface. Originality/value HEIs, particularly LG universities, are a stable source of state-specific climate science and expert assistance that persist beyond national and state political cycles. To the best of the authors’ knowledge, this research is the first to examine their unique contributions to climate science policy development and implementation. It investigates specifically the relationships and interactions between HEIs and state governments in the USA and offers a detailed case study from the state of Maine.

Front porch conversations: Methodological innovations to participatory action research and asset-based community development


 
 
 Complex public problems are resistant to top-down, technical solutions creating the need for new and innovative ways of approaching community. In response, many practitioners working in community development organisations have embraced community strengths- or asset-based approaches to community development, including Asset Based Community Development (ABCD). Similarly, those scholars committed to social change have started to include action research/learning and participatory approaches to their research design, including Participatory Action Research (PAR). This article describes a qualitative method that was developed by a non-profit practitioner working for a local Habitat for Humanity affiliate and a researcher from a land-grant university in Manhattan, Kansas to operationalise a neighbourhood revitalisation framework with a community conversation series called Front Porch Conversations. The qualitative method developed by the university-nonprofit partnership –called the Front Porch Development Procedure – serves as both a PAR-informed mode of inquiry and an ABCD-informed mode of development. This method provides an example of how university-community partnerships can approach changemaking in novel ways by considering ABCD and PAR approaches.
 
 

Fostering a Culture of Innovation and an Entrepreneurial Spirit at the University of Arizona

From climate change and disease prevention to planetary defense and artifical intelligence, today's most pressing and complex global challenges demand inventive solutions. As a public R1 university and the designated land-grant university in the state, the University of Arizona (UArizona) is an enduring knowledge creation and preservation institution, translating research and innovation into societal impact at scale. Importantly, to be truly innovative in a rapidly changing research landscape, a strong culture of entrepreneurial thinking must be developed and nurtured. In this article, UArizona's programmatic strength in innovation and entrepreneurship is set forth as a model for other public R1 universities focused on meaningfully addressing societal challenges.

The distribution of competitive research grants from the National Institute for Food and Agriculture: A comparison of 1862 land grant universities, 1890 land grant universities, and other institutions

AbstractThis article evaluates the U.S. Department of Agriculture, National Institute for Food and Agriculture (NIFA) competitive grant funding awarded to predominately White 1862 land grant institutions (LGUs), historically Black 1890 LGUs, and non‐land grant institutions. We present the historical distribution of funding for agricultural research. Much of the inquiry centers on the differential funding of the 1862 LGUs, 1890 LGUs, and non‐land grant institutions. We discuss the implications for academic and community stakeholders. Results show that, on average, 1890 LGUs and non‐land grant institutions receive less competitive grant funding than 1862 LGUs for the same award programs. We show that the disparity falls from 2010 to 2019.

Success Rate Disparities Between Online and On-campus Economics Courses

Students enrolled in online courses tend to be less successful as measured by the rate of A’s, B’s, and C’s than students enrolled in face-to-face courses. Yet little work has been done addressing whether these gaps vary depending on students’ broader relationship with the university, including whether they are degree-seeking students and whether they take any face-to-face courses. We use institutional data on Economics enrollments between 2012 and 2018 at a mid-sized land-grant university to deconstruct online/face-to-face success gaps into a student’s term modality (or modalities) and institutional affiliation components. We identify these components by using a fixed effects regression methodology and comparing outcomes across four student groups: affiliated students who are enrolled in exclusively online courses, exclusively face-to-face courses, or in a mix of courses each term, as well as unaffiliated (external) students exclusively taking online courses. Although students in online courses are less successful on average, part of this gap is explained by the student’s institutional affiliation and whether they exclusively take online courses. External students are the least successful in online courses while students who are affiliated with the institution fare much better. We examine potential reasons for these patterns using survey data from several online courses. These findings suggest that institutions should take steps to ensure that institutional support services and activities exist and extend to students in online courses.

Human Capital and the Managerial Revolution in the United States: Evidence from General Electric

Abstract This paper estimates the returns to human capital accumulation during the first era of mega-firms in the United States by linking employees at General Electric—a canonical enterprise associated with the “visible hand” of managerial hierarchies—to the 1940 census. I find large returns to higher education through seniority in the hierarchy, span of control, earnings, and selection into management training, using the proximity of land-grant colleges and historical universities to birth states for identification. The findings highlight the human capital determinants of the managerial revolution at a prominent firm, driven by earlier public investments in the US education system.

A Critical Survey of Open-Access Policies in US Land Grants

Introduction: Land-grant universities in the United States and the international open-access (OA) movement both purport to advance public access to knowledge and assert a public benefit to doing so. The objective of this study was to test the hypothesis that land-grant universities would have a high rate of adoption of institutional OA policies. To date, no study has looked at OA approaches or policies across the land grants. Methods: This study considers the critical literature on both land-grants and OA, surveys land-grant institutional OA policies, and analyzes relevant demographic and financial data.Results: The study identified 15 mandates and 4 resolutions across the diverse institutional types and populations represented in the 112 land-grants. None of the 21 historically Black colleges and universities or 35 tribal colleges and universities among the land-grants have adopted OA policies. Conclusion: Despite shared objectives, land-grant colleges and universities have not systematically embraced OA, and relatively few have adopted institutional OA policies. In the context of profound, institutionalized inequities among the land-grants, and attentive to the potential of OA to deepen existing inequities, this study considers the causes of and implications for low institutional OA policy adoption among land-grants. 

Administrators’ perspectives on organizational environmental factors facing 4-H youth development

4-H is the largest youth development organization in the United States and is the youth development program of the Land-Grant University’s Cooperative Extension system. A qualitative study of 13 4-H Program Leaders and seven Cooperative Extension Directors was conducted to explore the perspectives Extension Administrators hold about the organizational environmental factors facing the 4-H program. Data were analyzed using a qualitative open coding methodology. Five themes emerged from the study in response to the identified environmental factors: 1) key components of the traditional club model need to be ensured in all programming conducted; 2) the need to develop a club programming matrix to help county-level staff manage the impact and their workload; 3) good partners will expand the 4-H programs’ capacity; 4) increased involvement of first generation youth and families is needed; and 5) intentional marketing and raising awareness of the “new 4-H brand.” Adaptation poses important questions, challenges, and opportunities for the 4-H program. Because administrators represent a national population of Administrators, these insights can inform youth organizations in the United States and internationally.

Factors Influencing Students’ Decisions to Pursue Agricultural Degrees at Non-Land-Grant Colleges of Agriculture

Recently, enrollments at numerous American universities have been trending downward. Such occurrences have led to an increasingly competitive atmosphere for attracting new students, thus creating the need to better understand why students ultimately attend their chosen institution. Prior research has explored factors that influence students to pursue agricultural degree programs at Land-Grant Universities with limited research addressing why students opt to study agriculture at Non-Land-Grant Colleges of Agriculture (NLGCAs). The purpose of our study was to describe the factors influencing students’ decisions to pursue agricultural degrees at our NLGCAs. We distributed a valid and reliable instrument to all first-semester students enrolled at our NLGCAs. Regarding enrollment factors, we found that: (1) students most frequently used degree program information on a university website to help make their enrollment decision; (2) cost of attendance was most frequently cited as an Influential or Very influential university-related factor; (3) career opportunities available for graduates was most frequently cited as an Influential or Very influential major selection-related factor; (4) a parent or guardian was most frequently cited as an Influential or Very influential individual-related factor; and the (5) availability of student organizations was most frequently cited as an Influential or Very influential social interaction-related factor.

408 Awardee Talk: Team Approach to Beef Cattle Extension Programming

Abstract Over 100 years ago, the Smith Lever Act created the Cooperative Extension Service in conjunction with the land grant institutions. Extension has seen much change with a never-ending list of challenges presenting themselves. Graduate training programs are typically discipline focused, answering questions using the scientific method. Most new hires have limited exposure to Extension educational program development and likely have not received training in curriculum planning, program assessment or logic model development. The learning curve can be even steeper when one accepts a position with multiple disciplinary responsibilities or outside their industry sector focus (i.e., cow/calf verses feedlot nutrition). Success is often determined by developing relationships with experienced faculty both at their institution and others in the region. Guidance can be sought from these experienced individuals, knowledge can be gained from their successes and failures, and one can learn the Extension arm of the land grant system quickly from these relationships. Relationships should not be limited to the home department of the individual but should reach across disciplines to engage others to work with and learn from to aid in developing a system-wide view of agricultural production. Regional research and extension groups are key contributors to building multi-state programming of new Extension specialists. Access to funds is critical for the implementation of Extension programming and these networks increase funding opportunities. My success in Extension is a shared success with all those that were kind enough to take the time to teach me a little of their area of expertise. Having the willingness to be part of a team in developing Extension programming for beef cattle has resulted in a rewarding career. New hires in the Extension specialist role will find building a team to work with to develop effective beef programs will ease their transition from graduate student to Extension specialist.

69 The Bigger Picture of Phenomics: Whole-System Support for Systems Research, Models and Databases

Abstract Phenomics started with Mendel’s elegantly simple empirical studies. Soon after, Fisher discovered purines were rich in nuclei of all cells. A century later, we have the technology to compare the actual base pair sequence of DNA and RNA with the outward expressions of phenotypes. We have sire evaluation based on genomic and phenomic measure. But, being human, it is quite common to get immersed in exciting technology and tend to forget why we developed the technology in the first place. We only refer to ensuring a stable efficient food supply of plants and animals in the reports that we expect decision makers to read and give us more money. It is, however, truly wonderful that we now have the techniques to study the questions of the ages. But the future of phenomics is built on the foundations of the past. In 1974, A. E. Freeman and others convened a meeting under the mechanism of the newly formed Regional Research Project 2 on Defining the Inefficiency of Animal Production. From that workshop came the first modern multistate genetic study in dairy cattle with the objective to compare the phenotypes (milk component production, energy and nitrogen metabolism, hormones) of dairy animals that were born from bulls of High (+795 kg PTAM) and Low (167 kg PTAM) bulls. Please remember this study was designed in the mid 1970s and the first data collected in the early 1980s, decades before efficient methods of DNA and RNA composition were available. Studies conducted at Washington State University demonstrated marked genetic and environmental differences in adipose tissues of dairy animals. Enzymes involved with catabolic reactions were highly associated with High PTAM bulls while enzymes associated with anabolic reactions in adipose tissue were more closely related to increased energy intake regardless of genetic background. With mRNA chips, we were able, after almost 40 years, to directly relate variation in mRNA expression in the adipose tissue with the genetic background of the animals. This was the first such discovery in the field, and has led to more defined and expansive phenomics studies. In the year 2023, the use of genomics, phenomics, databases, large scale, cooperative studies and team science are specific recommendations, strategies and goals of the USDA, NIFA, The National Academies, and Land-Grant Universities. The AgBioData consortium is one example of international teams working together to expand the use of genetic and genomic databases, to prepare undergraduate and graduate level educational materials on FAIR databases and to encourage and support sustainable, robustly funded public and private partnerships in the use of integrated studies and large databases, including phenomics, with the sole purpose of expanding a robust, resilient, safe and plentiful food supply.

225 Curricula-Based trainers’ Training: Integrated Approach for Preventing Diseases and Parasites in Small Ruminants in the Southeast

Abstract A high prevalence of diseases and parasites is one of the major constraints in the small-ruminant industry in the Southeast because of its warm and humid climate, and poor management practices. Drug resistance developing in pathogens, and the lack of access of producers to and affordability for veterinarians practicing in small ruminants warranted us to look for integrated preventive approaches. To promote integrated approaches for preventing diseases and parasites in small ruminants, a team of scientists and professionals from five institutions (Tuskegee University, Fort Valley State University, USDA-ARS Booneville, University of Arkansas, and the University of Maryland Eastern-Shore) worked together with an objective to develop curricula (training handbook) and train the trainers (educators) and small-ruminant producers in the Southeast. The Training Handbook consisted of nine chapters authored by project collaborators and invited experts. Relevant aspects of keeping small ruminants healthy and preventing possible diseases and parasites, including basic facilities and health care, suitable sites, grazing systems and management, biosecurity, selection and breeding, nutrition, and economics have been presented and discussed in the Handbook. After the handbook was developed, a 3-day train-the-trainers training was conducted at Tuskegee University. County agents, specialists, and technical-service providers working at various land-grant universities and other institutions working with small-ruminant producers or their educators were invited to participate in the training. Additionally, selected lead producers raising small ruminants from Alabama and graduate students working on small-ruminant research and outreach were invited to the training. Twelve professionals from four different states (Alabama, Georgia, Mississippi, and North Carolina) six farmers, and four graduate students attended the training. Training included indoor sessions with presentations, discussions, and question-answer sessions. Outdoor sessions included demonstrations, hands-on activities, and tours of the small-ruminant production sites and facilities. Evaluations by participants were conducted before adjournment on the same day or at the beginning on the next day. Most participants expressed that presented topics, hands-on activities, demonstration, and tours were extremely useful (71-85%) or very useful (13-23%). They stated that they were extremely likely (73-89%) or very likely (11-23%) to apply what was learned from the training. Similarly, most participants reported that the ultimate condition of small-ruminant health would be improved if the learned knowledge and skills are applied on the farms (producers) or on education endeavors (professionals) with most improvements (64-83%) or reasonable improvements (15-21%). Evaluations by participants showed that the training handbook and the overall training could be very useful to improve health of small ruminants significantly.

391 Common Knowledge Or Common sense? Identifying Systematic Misconceptions of Animal Agriculture and Food Familiarity in Higher Education Individuals

Abstract Knowledge gaps in the context of agriculture contribute to mistrust and negative worldviews of the animal agricultural sector. The purpose of this quasi-experimental survey study stood on three tiers: quantify perceived connection to food production (FP) of the participants, their understanding, knowledge and perceptions of animal agriculture (AA) and FP, and determine predictors which may have contributed to their knowledge and perceptions of food animal production. A southeastern land grant institution served as the convenience sample for this study, where 265 completed responses were returned. The electronic survey collected several types of data including a Gapminder-influenced (Rosling et al., 2019) Animal Agricultural Knowledge and Perceptions Questionnaire, a Food Familiarity Index Questionnaire, and demographic questions. The study reports that almost 50% of participants demonstrated a negative worldview (P < 0.05) of animal agriculture, regardless of food familiarity scores. Natural and self-identified demographic characteristics impacted AA knowledge and perceptions, including gender, ethnicity, dietary preference, perceived connection to FP, and affiliation with the College of Agriculture. Additional research should be done to replicate the findings with broader question pools and other demographic groups to identify areas that need improvement in agriculture communication efforts designed to dispel misinformation.