Land-grant Universities Research Articles

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.

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

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.

Assessments from the first year of an underrepresented undergraduate internship program

To enhance our service to a diverse student population our faculty created the INtegrative biology and Physiology Undergraduate Training (INPUT) program. This research focused initiative solicited applications from first- and second-year students undergraduates of our large, urban, land-grant university. Selection criteria included academic aptitude, self-reported socioeconomic and cultural challenges, interest in physiological research and letters of support. Six students were selected from our initial cadre of applicants. The students were matched with faculty research mentors and provided a paid research opportunity for the spring semester of 2023. At the end of the term, an assessment of the experience by both each student and mentor determined whether a second semester experience was offered by the department. All of our faculty mentors were favorably impressed by the progress made by their INPUT scholars and five of the six students requested and were granted a second semester research opportunity. The five INPUT students continued their mentored research in the areas of neurophysiology, skeletal muscle physiology, and adipose biology. The one outlier stated that while she enjoyed the experience and that it encouraged her to continue in research. She also found that her scientific passion was in chemistry rather than physiology and moved to a different program. Based on the overall positive outcomes a second semester opportunity was offered to the five students who expressed an interest in continuing their physiology-focused projects. The second term experiences were completed either during the summer or fall of 2023. We will encourage our initial group of INPUT scholars to serve as ambassadors for other underrepresented students who are interested in physiology research and use their end of experience assessments to help shape the future of our INPUT program. We will report on the opportunities discovered and the challenges faced in launching the INPUT program as well as the prospects for continued outreach. Our hope is that our experiences with INPUT will encourage others to attract, encourage and prepare a robust and representative group of young scientists and clinicians to enter the 21st century biomedical community. Department of Integrative Biology and Physiology, University of Minnesota Medical School, Minneapolis, MN 55455. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Nutritional Science at the University of Illinois at Urbana-Champaign

The University of Illinois at Urbana-Champaign (UIUC), the land-grant university for the State of Illinois, was founded in 1865, and education in nutrition was recorded as early as 1874. Herein, the contributions of the UIUC to research and graduate training in the field of nutrition are highlighted. Over the past 150 years, faculty members from many academic units have provided foundational nutrition research, including identifying the last essential amino acid, threonine, and establishing chemically defined amino acid diets for chicks, rats, dogs, and cats that led to establishing amino acid requirements for these species. Research on the adverse health effects of trans fatty acids supported their removal from the food system. UIUC has led in the area of functional foods for health, including plant bioactives, soy, and fiber. More recently, UIUC faculty have evaluated the interactions between dietary components and neurocognitive, microbiome, and health outcomes, including cancer. In 2020, the cross-campus Personalized Nutrition Initiative was launched to coordinate interdisciplinary research. The Division of Nutritional Sciences was established in 1968 as one of the country’s first interdisciplinary graduate training programs. The Division of Nutritional Sciences program has conferred over 580 degrees and has implemented innovations in graduate education, many supported by federal training grants and endowed awards and programs.

Analysis of Cornell Cooperative Extension under the Background of Big Data

In the era of knowledge economy, higher education has become the support and engine of socio-economic development, and the importance and urgency of its social service function have become more prominent. The content and form of services urgently need to be updated and innovated. Analyzing the history and current development status of typical university social services undoubtedly has important exemplary value. As one of the earliest universities born in the United States to serve society, Cornell University has a deeply rooted concept of social service, a complete social service system, and a unique social service promotion system. The development of information technology and big data has greatly improved the social service field of the university. In order to have a deeper understanding of the development track and operation logic of Cornell University's social service extension system, this paper adopts the method of literature research, historical research and case study to trace the source of Cornell University's social service concept and explore Cornell University's social service extension model -- agricultural extension project with advantages of traditional "land-grant college". Learn about natural resources, environment and sustainable energy development projects that keep pace with The Times, as well as youth development and family upbringing services for family education. This article believes that the social services provided by Cornell University under the social service promotion system have a strong academic and professional nature, and the direction, content, and social needs of serving society are highly matched and coupled, which helps the university form a complete social service system. Its mature social service promotion system and successful experience in social services have important implications for the construction and improvement of university social service functions.

‘Scientists Like Me’: Using Culturally Relevant Information Literacy Instruction to Foster Student STEM Identity

In this case study, two librarians reflect upon our efforts to design STEM-focused information literacy instruction for undergraduate students at an R1, land grant university. Designed around the principles of culturally relevant pedagogy, our curriculum integrates community-focused and regionally specific topics reflecting our students' lived experience, features the work of scientists from diverse backgrounds, and fosters discussions about equity in the library classroom. Our experience shows that this approach can help foster STEM identity development in students while strengthening inquiry-based learning through information research.

Land Grant University Participants’ Eurocentric Attitudes about Agriculture: An Ideological Constraint to Achieving the 2030 Agenda for Sustainable Development

Socio-cultural Eurocentric views about agriculture may diminish educational efforts to globalize the curricula at land grant institutions in the United States of America. While many U.S. inhabitants have historical and/or cultural ties to Europe, the modern U.S. agricultural industry is dependent upon contributions from diverse agricultural origins. Recognizing ideological origins in agriculture helps educators prepare curricula and teach others through inclusive and equitable education that is consistent with the goals of the 2030 Agenda for Sustainable Development. The purpose of this study was to explore postsecondary students’ and employees’ Eurocentric attitudes about agriculture at a large southern U.S. land grant university. A cross-sectional design and random samples constituted the study population. Eurocentric attitudes existed primarily among undergraduate students and staff members. Respondents with family actively engaged in agriculture and those enrolled in the college of agriculture had stronger levels of Eurocentric beliefs, as did respondents with at least one previous international experience. Efforts to lessen Eurocentric attitudes about agriculture are needed in postsecondary education. Additional study of the origins of belief systems and factors affecting attitudinal formation may provide useful insights for replacing outdated ideals and achieving cognitive consistency in understanding the global agricultural industry.

Beyond the Shock: Examining Academic Success in Veteran Community College Transfers at a Rural Land Grant Institution

ABSTRACT The current study explores differences in transfer shock between veteran and non-veteran community college transfer students at a land grant institution in a rural state. Analysis includes institutional data for community college transfer students, including those who self-identified as veterans or used veteran tuition benefits from Fall 2015 to Spring 2022. Many of these students held marginalized identities in other categories such as nontraditional age. Overall, all community college transfer students in the sample experienced a decrease in mean GPA in their first university semester. Veteran and non-veteran community college transfer students did not experience significantly different levels of transfer shock. However, veteran community college transfer students showed little evidence of transfer shock overall and performed better on average than both their nontraditional and traditional nonveteran student counterparts after transferring.

Participatory breeding in organic systems: Experiences from maize case studies in the United States

Participatory breeding and crop selection can satis­fy the needs of underserved groups of farmers (e.g., organic producers, farmers producing spe­cialty grain for niche markets) neglected by the modern global seed industry. Participatory research methods that value local knowledge and facilitate the active involvement of producers, researchers, and other actors involved in the agri-food system are tactics that can help us achieve sustainable agri­culture. Interest in the use of participatory methods to increase the value of U.S. land-grant universities to society has grown rapidly during the last decade. Interest includes re-engagement in the develop­ment of maize hybrids that perform well in a diverse range of heterogeneous growing environ­ments and that are better suited for sustainability-minded producers, buyers, and consumers. Sys­tems-based breeding aimed at protecting the envi­ronment and providing food, fiber, and energy while considering equity issues, has been proposed as a way to overcome the shortcomings of privat­ized approaches. In this article, we consider recent projects that use collaborative methods for hybrid maize breeding, cultivar testing, and genetic research to develop, identify, and deliver traits associated with crop performance, quality, and sus­tainability. Three case studies consider the efforts focused on developing non-GMO varieties for organic and specialty markets. We find that, unlike many successful efforts focused on the improve­ment of other crops, there are few promising mod­els for participatory breeding of hybrid maize. Even though many projects have sought to involve stakeholders with a variety of methods, all have struggled to meaningfully engage farmers in maize hybrid improvement. Still, our reflection of case studies calls for systems-based breeding and sug­gests a path forward. This route would seek to address the needs, perspectives, and values of a broader range of actors participating in the food system by leveraging technologies and infrastruc­ture in service of the public. Land-grant universities are well positioned to play a crucial role in coordi­nating efforts, facilitating partnerships, and sup­porting breeding programs that satisfy societal wants that include health, equity, and care.

4 Utilizing SmartFeed Pro and SuperSmart Feeders for applied beef cattle research

Abstract Designing research for applied beef cattle production systems has always presented challenges for Land Grant University and USDA Scientist. Specifically, creating study designs that have enough replication for statistical inference has often prompted scientists to use designs that do not closely replicate actual production systems. Past research has often used multiple replications (pens/paddocks/pastures) that utilize replication (group averages; 4 – 8 animals) means as the experimental unit. While effective in measuring average treatment responses, these types of study designs do little to describe the actual individual animal behavior and performance in a more practical production environments. Approaches to increasing statistical observations in actual production environments will be discussed in this presentation. Embracing new technologies such as GPS, activity monitors, EID tags, and feed intake monitors (C-Lock Inc, GrowSafe) combined with multiple regression modeling tools can aid in designing and publishing beef cattle production research in actual beef production environments. Research at Montana State University has utilized SmartFeed Pro and SuperSmart Feeders for strategic supplementation research on extensive rangelands and dry-land pastures for the past seven years. Results of these studies have evaluated self-fed (salt-limited; loose, pelleted, and baked molasses blocks) as well as hand-fed supplements where daily intakes are limited by the locking gate on the feeder. This presentation will summarize these studies with a focus on research designs that were successful and/or unsuccessful in respect to characterizing beef cattle performance in production settings. Our goal will be to assist the audience in the application of feed intake technology in designing future applied beef cattle research.

Community-Based Designed Pilot Cooking and Texting Intervention on Health-Related Quality of Life among College Students.

As emerging adulthood is an important area of life for developing healthful habits, the current study aimed to test the feasibility of a pilot program for improving health-related quality of life (HRQOL), food security, and diet quality among college students. Students 18-26 years old were recruited from two land-grant institutions to participate in an online survey and self-selected to participate in an intervention study. An intervention program was developed by student peers to include (1) a four-session cooking curriculum and a (2) semester-long text message program to share health resources on the relevant college campus. Diet quality, food security, and mentally healthy days were assessed. Baseline to post-program changes were assessed using paired t-tests. Cohen's d was used to determine effect size estimates. In the full sample (N = 65), "days/month when mental health was not good" and "days/month feeling worried, tense, or anxious" significantly improved (p < 0.05). Dietary quality measures of total short Healthy Eating Index (sHEI) score and total vegetable intake significantly improved throughout the intervention. Subsamples of (1) food-insecure participants (n = 22) and those with (2) dietary quality below the 50th percentile (n = 29) both had positive improvements following the program. Health promotion programs should be formed, adapted, or expanded in an effort to improve health among our next generation of workers. College and university environments should focus on mental health, diet, and food security among their constituents, particularly with regard to those at risk.