Beefing up communication skills of upper-level animal science students.

Animal scientists face an increasing need to communicate with the lay public because of the public's interest in the origin and production of animal-sourced foods. Consumers' increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters (N = 241; spring 2018 = 61, summer 2018 = 15, Fall 2018 = 54, spring 2019 = 55, and fall 2019 = 56). Male animal science students (n = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students (n = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production (M = 3.09, SD = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [F(10, 230) = 0.36, P = 0.96]. Researchers also observed students' communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [F(1, 55) = 4.16, P = 0.046] students' beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students' communication tendencies and skills, which can be used to provide curricular recommendations and enhance students' workforce readiness.

A Correlational Study of Two U.S. State Extension Professionals' Behavioral Intentions to Improve Sustainable Food Chains through Precision Farming Practices.

Precision farming provides one of the most important solutions for managing agricultural production to advance global food security. Extending professionals' competencies to promote precision farming practices can increase the adoption rate, ultimately impacting food security. Many studies have addressed barriers to the adoption of precision farming technologies from the farmers' perspective. However, few are available data on the perspectives of extension professionals. Agricultural extension professionals play an important role in innovative agricultural technology adoption. Thus, this study applied four constructs from the unified theory of acceptance and use of technology (UTAUT) model to investigate behavioral intentions to promote precision farming among extension professionals from two extension systems. In total, 102 (N = 102) agricultural extension professionals were surveyed. The results indicated that performance expectancy and social influence were individually significant predictors of extension professional behavioral intentions to promote precision farming technologies. There were no significant differences between the professionals of two extension systems. Gender, age, and years of service did not affect extension professionals' intention to promote precision agriculture technologies. The data suggested the need for training programs to develop advanced competencies to promote agricultural innovation. This study contributes to the future professional development programs for extension professionals on communicating innovations to address food security and sustainability issues.

An Ecological Approach to Evaluating Collaborative Practice in NSF Sponsored Partnership Projects: The SPARC Model.

From co-authored publications to sponsored projects involving multiple partner institutions, collaborative practice is an expected part of work in the academy. As evaluators of a National Science Foundation (NSF) Alliances for Graduate Education and the Professoriate (AGEP) grant awarded to four university partners in a large southern state, the authors recognized the increasing value of collaborative practice in the design, implementation, evaluation, and dissemination of findings in the partnership over time. When planning a program among partnering institutions, stakeholders may underestimate the need for, and value of, collaborative practice in facilitating partnership functioning. This method paper outlines an evaluative model to increase the use of collaborative practice in funded academic partnership programs. The model highlights collaborative practice across multiple stakeholder groups in the academic ecology: Sponsors of funded programs (S), Program partners and participants (P), Assessment and evaluation professionals (A), academic researchers (R), and the national and global Community (C). The SPARC model emphasizes evidence-based benefits of collaborative practice across multiple outcome domains. Tools and frameworks for evaluating collaborative practice take a view of optimizing partnership operational performance in achieving stated goals. Collaborative practice can also be an integral element of program activities that support the academic success and scholarly productivity, psychosocial adjustment, and physical and psychological well-being of stakeholders participating in the program. Given the goal of our alliance to promote diversification of the professoriate, the model highlights the use of collaborative practice in supporting stakeholders from groups historically underrepresented in STEM fields across these outcome domains. Using data from a mixed-methods program evaluation of our AGEP alliance over 4 years, the authors provide concrete examples of collaborative practice and their measurement. Results discuss important themes regarding collaborative practice that emerged in each stakeholder group. Authors operationalize the SPARC model with a checklist to assist program stakeholders in designing for and assessing collaborative practice in support of project goals in funded academic partnership projects, emphasizing the contributions of collaborative practice in promoting diversification of the professoriate.