Progress 02/01/18 to 01/31/19
Outputs
Target Audience:The anticipated audience members for this project are post-secondary students in specified agriculture classes at Texas Tech University, Colorado State University, and the University of Florida. During this reporting period, we also reached the target audience of instructors at five other universities who teach classes in the agricultural sciences and the students in their classes. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During this year of the project, the PIs presented at several conferences to share their expertise with teaching case studies and encourage others to incorporate the developed case studies in their classes. These specific presentations are listed in the products section. How have the results been disseminated to communities of interest?As listed in the products section of this report, the results of this project have been shared at professional development and research conferences. The addition of the completed case studies to the project website to promote the project also extends the visibility and adoption of the developed case studies. What do you plan to do during the next reporting period to accomplish the goals?This is the final year of the project.
Impacts
What was accomplished under these goals?
Goal 1 - This goal was initially addressed during the first two years of the project and further strengthened during this past year. Instructors at five additional universities incorporated these case studies in their classes during the spring 2018 semester. They provided feedback from the instructor perspective and their students completed a post-test. The results of the instructor feedback were presented at a conference (see projects section of report). The project website was updated with case study materials to assist other instructors who want to integrate the case studies. Goals 2 and 3 have been met and continue to be goals for integrating case studies in the classroom. All 5 case studies have been incorporated in classes at the three lead universities. During the Spring 2018 semester, the case studies were incorporated in one class at five other universities to collect data from instructors and students outside the project universities. Students' perceived relatedness of issues, willingness to communicate about an issue, self-perceived knowledge, and critical thinking were measured prior to the courses beginning and upon completion using a pre/posttest design with the results compared to determine if the courses had a positive influence. An opinion leadership scale was used to measure the students' willingness to communicate about an issue, the UF Critical Thinking Instrument was used to analyze students' critical thinking style, and researcher-developed scales were used for self-perceived knowledge and relatedness of issues.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
Harsh, J. L., Lamm, A. L., Abrams, K., Meyers, C., Telg, R., & Raulerson, B. (2018). Case study integration in the undergraduate classroom: Can we enhance willingness to communicate? Journal of Applied Communications, 102(3). https://doi.org/10.4148/1051-0834.2199
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2018
Citation:
Lamm, A. J., Harsh, J., Meyers, C., & Telg, R. W. (2018, accepted). Can they relate? Teaching undergraduate students about agricultural and natural resource issues. Journal of Agricultural Education.
- Type:
Journal Articles
Status:
Submitted
Year Published:
2019
Citation:
Harsh, J. L., Lamm, A. L., Telg, R., Abrams, K., Meyers, C., & Raulerson, B. (2018, submitted). Seeking and engaging: Case study integration to enhance critical thinking about issues. Journal of Agricultural Education.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Lamm, A., Harsh, J., Meyers, C., & Telg, R. (2018, February). Agricultural and natural resource issues education: Are we teaching about relationships? Paper presented at the Southern Region meeting of the American Association for Agricultural Education Research Conference, Jacksonville, FL.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Harsh, J., Lamm, A., & Telg, R. (2018, February). Seeking and engaging: Case study integration to enhance critical thinking style. Paper presented at the Southern Region meeting of the American Association for Agricultural Education Research Conference, Jacksonville, FL.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Abrams, K., & Meyers. C. (2018, September). University instructor perceptions of teaching multimedia case studies. Refereed poster session presented at the Western Region meeting of the American Association for Agricultural Education, Boise, ID.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Meyers, C., & Abrams, K. (2018, October). Developing critical thinkers: Students perceptions of multimedia case studies. Paper presented at the International Conference on Educational Innovation in Agrarian Topics, Lima, Peru.
|
Progress 02/01/16 to 01/31/19
Outputs
Target Audience:In Year 1, our target audience was faculty members in the project to strengthen their ability to teach with case studies. An additional target audience was undergraduate students at Texas Tech University and the University of Florida, specifically students enrolled in an agricultural communications course that piloted the developed case studies. In Year 2, The audience members for this project were post-secondary students in specified agriculture classes at Texas Tech University, Colorado State University, and the University of Florida. During this reporting period, we also reached the target audience of instructors at other universities who teach classes in the agricultural sciences. In Year 3, we had the target audience of post-secondary students in specified agriculture classes at Texas Tech University, Colorado State University, and the University of Florida. During this reporting period, we also reached the target audience of instructors at five other universities who teach classes in the agricultural sciences and the students in their classes. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?In Year 1 of the project, we held a case study workshop at Texas Tech University to provide professional development. The sessions were video recorded and made available to project members. All the PIs also completed individual study or supervised graduate students to research and develop the multi-media case studies. During Year 2 and 3 of the project, the PIs have presented at several conferences to share their expertise with teaching case studies and encourage others to incorporate the developed case studies in their classes. These specific presentations are listed in the products section of this progress report. How have the results been disseminated to communities of interest?As listed in the products section of this report, the results of this project have been shared at professional development and research conferences. The creation of a website to promote the project also extends the visibility of the developed case studies. The addition of the completed case studies to the project website to promote the project also extends the visibility and adoption of the developed case studies. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The anticipated, overall impact of this project is to improve the quality of education in the food and agricultural sciences through the development and integration of case study modules that encourage improved critical thinking about the communication process and how it plays out in the communication of FANH issues. During this project, Goal 1 was addressed through several professional development opportunities. We organized a grant writing workshop at Texas Tech University. The training resources were provided online so others could benefit from the expertise. This included the other PIs and members of Texas Tech faculty. Five case studies were developed to improve students' knowledge of agricultural issues and ability to think critically about the following topics: food recalls, antibiotic use in animal agriculture, water conservation in agriculture, invasive species, and rural community resilience. Each of these case studies incorporates communication principles to help students consider appropriate audience segments and key messages. These case studies have consistent appearance for the PowerPoints and accompanying videos. We also wrote detailed instructor manuals to make it easier for other faculty member to integrate these in other classes. The PIs have taught the developed case studies several times and worked with faculty at five other universities to integrate the case studies in their classes. Anecdotal evidence and self-reflections from the PIs of this project indicates they are more comfortable using case studies to teach agricultural issues. The results of the instructor feedback were presented at a conference (see projects section of report). We presented several professional development sessions (see projects section of report) to help others learn more about this pedagogy and the resources available on the project website. To accomplish Goals 2 and 3, initial data was collected via an online questionnaire at the beginning and ending of the spring and fall 2016 semesters. The spring 2016 data provided baseline data for the classes at three universities; this is before we integrated the case studies. The fall 2016 semester data were collected at Texas Tech and the University of Florida and is the first semester the case studies were introduced in class. We also had students in the fall 2016 semester at two universities provide written reflections regarding the case studies. Initial inspection of this data indicated the students enjoyed the case studies and wanted more time allocated to them than what the instructors had provided. We had 29 students at Texas Tech and another 30 at the University of Florida complete the courses with case studies integrated in the fall 2016 semester. In Year 2, during the fall 2017 semester, one case study was incorporated in another class at each of the three universities to collect data from instructors outside the project. An evaluation (see products) of incorporating the case studies was conducted after the spring 2017 semester. Students' perceived relatedness of issues, willingness to communicate about an issue, self-perceived knowledge, and critical thinking were measured prior to the courses beginning and upon completion using a pre/posttest design with the results compared to determine if the courses had a positive influence. An opinion leadership scale was used to measure the students' willingness to communicate about an issue, the UF Critical Thinking Instrument was used to analyze students' critical thinking style, and researcher-developed scales were used for self-perceived knowledge and relatedness of issues. After taking an agricultural and natural resources issues communication course, students perceived climate change (carbon sequestration, greenhouse gas emissions, and sea level rise) and food safety (foodborne illnesses) as being significantly more related, as well as conservation (endangered species, land use) and food safety. Only two relationships, out of the 36 tested, had a significant positive change. Willingness to communicate about all nine issues was significantly more positive after the course. Overall willingness to communicate significantly increased after taking the course, indicating students had a higher level of willingness to communicate about agricultural and natural resource issues broadly after the class. The findings indicated while overall critical thinking style did not change (it should remain static), students were more inclined to engage with others when thinking critically after taking the course than before taking the course. A significant positive change in self-perceived knowledge occurred in all nine issue areas as well as in overall self-perceived knowledge of agricultural and natural resource issues. In Year 3, during the Spring 2018 semester, the case studies were incorporated in one class at five other universities to collect data from instructors and students outside the project universities. Students' perceived relatedness of issues, willingness to communicate about an issue, self-perceived knowledge, and critical thinking were measured prior to the courses beginning and upon completion using a pre/posttest design with the results compared to determine if the courses had a positive influence. An opinion leadership scale was used to measure the students' willingness to communicate about an issue, the UF Critical Thinking Instrument was used to analyze students' critical thinking style, and researcher-developed scales were used for self-perceived knowledge and relatedness of issues. The results of this data collection were presented at conferences and published in academic journals (see products).
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Lamm, A., Meyers, C., Telg, R., & Wandersee, C. (2017, May). Impact of agricultural issue courses on undergraduate students⿿ opinion leadership. Paper presented at the National AAAE Research Conference, San Luis Obispo, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Telg, R., Raulerson, B., Harsh, J., Lamm, A., & Meyers, C. (2017, June). Using multimedia case studies to teach agricultural and natural resources issues. Research presentation at the North American Colleges & Teachers Association Annual Conference, West Lafayette, IN.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Harsh, J., Lamm, A., Meyers, C., Telg, R., & Raulerson, B. (2017, May). Influence of case studies when teaching agricultural and natural resource issues. Refereed poster session presented at National AAAE Research Conference, San Luis Obispo, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Meyers, C., Abrams, K., & Telg, R. (2017, June). Re-energizing your classroom: Using multimedia case studies to encourage students to think critically. Professional development session at the Association for Communication Excellence Annual Conference, New Orleans, LA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Meyers, C., Meyer, D., Giuliani, L., Abrams, K., & Marley, M. (2017, September). A case for critical thinking: Exploring students⿿ perceptions of multimedia case studies. Research presentation at the Western Region AAAE Research Conference, Fort Collins, CO.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Meyers, C., & Abrams, K. (2017, May). Bringing problems to life: Using multimedia case studies to encourage critical thinking. Refereed poster session presented at National AAAE Research Conference, San Luis Obispo, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Meyers, C., & Abrams, K. (2017, March). Bringing problems to life: Using multimedia case studies to encourage critical thinking. Refereed poster session presented at Advancing Teaching and Learning Conference, Lubbock, TX.
- Type:
Other
Status:
Published
Year Published:
2017
Citation:
Harsh, J., & Lamm, A. J. (2017). Evaluation of Integrating Case Studies into Communication Courses. PIE2016/17⿿01. Gainesville, FL: University of Florida/IFAS Center for Public Issues Education.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Meyers, C. (2018, January). Using case studies to encourage critical thinking about agricultural issues. Presentation to Kansas Association of Agricultural Education Symposium, Lawrence, KS.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Telg, R., & Raulerson, B. (2017). Using multimedia case studies to teach about agricultural issues. UF/College of Agricultural and Life Sciences⿿ Teaching Enhancement Symposium, Gainesville, FL.
- Type:
Other
Status:
Accepted
Year Published:
2017
Citation:
Abrams, K. (2017, August). Teaching controversy in the classroom: Best practices for engaging students about politically contentious science, environmental, health, and risk issues. Member of Teaching Panel at Association for Education in Journalism and Mass Communication Conference; panelist; Chicago, IL.
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
Harsh, J. L., Lamm, A. L., Abrams, K., Meyers, C., Telg, R., & Raulerson, B. (2018). Case study integration in the undergraduate classroom: Can we enhance willingness to communicate? Journal of Applied Communications, 102(3). https://doi.org/10.4148/1051-0834.2199
- Type:
Journal Articles
Status:
Published
Year Published:
2018
Citation:
Lamm, A. J., Harsh, J., Meyers, C., & Telg, R. W. (2018). Can they relate? Teaching undergraduate students about agricultural and natural resource issues. Journal of Agricultural Education, 59(4), 211-223. https://doi.org/10.5032/jae.2018.04211
- Type:
Journal Articles
Status:
Submitted
Year Published:
2019
Citation:
Harsh, J. L., Lamm, A. L., Telg, R., Abrams, K., Meyers, C., & Raulerson, B. (2018, submitted). Seeking and engaging: Case study integration to enhance critical thinking about issues. Journal of Agricultural Education.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Lamm, A., Harsh, J., Meyers, C., & Telg, R. (2018, February). Agricultural and natural resource issues education: Are we teaching about relationships? Paper presented at the Southern Region meeting of the American Association for Agricultural Education Research Conference, Jacksonville, FL.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Harsh, J., Lamm, A., & Telg, R. (2018, February). Seeking and engaging: Case study integration to enhance critical thinking style. Paper presented at the Southern Region meeting of the American Association for Agricultural Education Research Conference, Jacksonville, FL.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Abrams, K., & Meyers. C. (2018, September). University instructor perceptions of teaching multimedia case studies. Refereed poster session presented at the Western Region meeting of the American Association for Agricultural Education, Boise, ID.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Meyers, C., & Abrams, K. (2018, October). Developing critical thinkers: Students⿿ perceptions of multimedia case studies. Paper presented at the International Conference on Educational Innovation in Agrarian Topics, Lima, Peru.
|
Progress 02/01/17 to 01/31/18
Outputs
Target Audience:The audience members for this project were post-secondary students in specified agriculture classes at Texas Tech University, Colorado State University, and the University of Florida. During this reporting period, we also reached the target audience of instructors at other universities who teach classes in the agricultural sciences. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During this year of the project, the PIs have presented at several conferences to share their expertise with teaching case studies and encourage others to incorporate the developed case studies in their classes. These specific presentations are listed in the products section of this progress report. How have the results been disseminated to communities of interest?As listed in the products section of this report, the results of this project have been shared at professional development and research conferences. The creation of a website to promote the project also extends the visibility of the developed case studies. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we will continue to promote this project at various conferences as the opportunities present themselves. We have instructors at 5 additional universities incorporating these case studies in their classes during the spring 2018 semester. They will provide feedback from the instructor perspective and have their students complete a post-test. The cases are continuing to be used at the original three institutions. As this project ends in January 2019, the fall semester of 2018 will be when final reports and additional promotion of the available resources will take place.
Impacts
What was accomplished under these goals?
Goal 1 - This goal was initially addressed during the first year of the project and further strengthened during this past year. The PIs responsible for teaching the case studies did so two times and helped extend the cases into additional courses at our universities. They presented a number of professional development sessions (see projects section of report). Another important activity during this reporting period was efforts to ensure the cases presented the content using a consistent layout and presentation style. This time-consuming process allowed the instructors to reflect on their materials and further improve them for subsequent adoption by others. A website was also developed in this reporting period to introduce the case studies to additional instructors. Goals 2 and 3 have been met and will continue to be goals for integrating case studies in the classroom. All 5 case studies have been incorporated in classes at the three lead universities. During the fall 2017 semester, one case study was incorporated in another class at each of the three universities to collect data from instructors outside the project. An evaluation (see products) of incorporating the case studies was conducted after the spring 2017 semester. Students' perceived relatedness of issues, willingness to communicate about an issue, self-perceived knowledge, and critical thinking were measured prior to the courses beginning and upon completion using a pre/posttest design with the results compared to determine if the courses had a positive influence. An opinion leadership scale was used to measure the students' willingness to communicate about an issue, the UF Critical Thinking Instrument was used to analyze students' critical thinking style, and researcher-developed scales were used for self-perceived knowledge and relatedness of issues. After taking an agricultural and natural resources issues communication course, students perceived climate change (carbon sequestration, greenhouse gas emissions, and sea level rise) and food safety (foodborne illnesses) as being significantly more related, as well as conservation (endangered species, land use) and food safety. Only two relationships, out of the 36 tested, had a significant positive change. Willingness to communicate about all nine issues was significantly more positive after the course. Overall willingness to communicate significantly increased after taking the course, indicating students had a higher level of willingness to communicate about agricultural and natural resource issues broadly after the class. The findings indicated while overall critical thinking style did not change (it should remain static), students were more inclined to engage with others when thinking critically after taking the course than before taking the course. A significant positive change in self-perceived knowledge occurred in all nine issue areas as well as in overall self-perceived knowledge of agricultural and natural resource issues.
Publications
- Type:
Conference Papers and Presentations
Status:
Awaiting Publication
Year Published:
2018
Citation:
- Lamm, A., Meyers, C., Telg, R., & Wandersee, C. (2017, May). Impact of agricultural issue courses on undergraduate students opinion leadership. Paper presented at the National AAAE Research Conference, San Luis Obispo, CA.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
- Telg, R., Raulerson, B., Harsh, J., Lamm, A., & Meyers, C. (2017, June). Using multimedia case studies to teach agricultural and natural resources issues. Research presentation at the North American Colleges & Teachers Association Annual Conference, West Lafayette, IN.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
- Harsh, J., Lamm, A., Meyers, C., Telg, R., & Raulerson, B. (2017, May). Influence of case studies when teaching agricultural and natural resource issues. Refereed poster session presented at National AAAE Research Conference, San Luis Obispo, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
- Meyers, C., Abrams, K., & Telg, R. (2017, June). Re-energizing your classroom: Using multimedia case studies to encourage students to think critically. Professional development session at the Association for Communication Excellence Annual Conference, New Orleans, LA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
- Meyers, C., Meyer*, D., Giuliani*, L., Abrams, K., & Marley, M. (2017, September). A case for critical thinking: Exploring students perceptions of multimedia case studies. Research presentation at the Western Region AAAE Research Conference, Fort Collins, CO.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
- Meyers, C., & Abrams, K. (2017, May). Bringing problems to life: Using multimedia case studies to encourage critical thinking. Refereed poster session presented at National AAAE Research Conference, San Luis Obispo, CA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
- Meyers, C., & Abrams, K. (2017, March). Bringing problems to life: Using multimedia case studies to encourage critical thinking. Refereed poster session presented at Advancing Teaching and Learning Conference, Lubbock, TX.
- Type:
Other
Status:
Published
Year Published:
2017
Citation:
Harsh, J., & Lamm, A. J. (2017). Evaluation of Integrating Case Studies into Communication Courses. PIE2016/1701. Gainesville, FL: University of Florida/IFAS Center for Public Issues Education.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Meyers, C. (2018, January). Using case studies to encourage critical thinking about agricultural issues. Presentation to Kansas Association of Agricultural Education Symposium, Lawrence, KS.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Telg, R., & Raulerson, B. (2017). Using multimedia case studies to teach about agricultural issues. UF/College of Agricultural and Life Sciences Teaching Enhancement Symposium, Gainesville, FL.
- Type:
Other
Status:
Accepted
Year Published:
2017
Citation:
Abrams, K. (2017, August). Teaching Controversy in the Classroom: Best Practices for Engaging Students About Politically Contentious Science, Environmental, Health, and Risk Issues. Member of Teaching Panel at Association for Education in Journalism and Mass Communication Conference; panelist; Chicago, IL.
|
Progress 02/01/16 to 01/31/17
Outputs
Target Audience:During this reporting period, our target audience was faculty members in the project to streghten their ability to teach with case studies. An additional target audience was undergraduate students at Texas Tech University and the University of Florida, specifically students enrolled in an agricultural communications course that piloted the developed case studies. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The case study workshop held April 1, 2016, at Texas Tech University provided professional development. All the PIs also completed individual study or supervised graduate students to research and develop the multi-media case studies. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?The next stage will focus on testing all five case studies in classes at each of the three universities. We will collect data from students before and after each course. We are also submitting research and professional development proposals to relevant regional and national conferences to disseminate the findings from year 1 and share the curriculum with others. We will develop a website to host the materials and recruit others at our own universities to adopt the materials so we might examine how they are integrated in other courses. This will help improve the instructor manuals and other curricula.
Impacts
What was accomplished under these goals?
The anticipated, overall impact of this project is to improve the quality of education in the food and agricultural sciences through the development and integration of case study modules that encourage improved critical thinking about the communication process and how it plays out in the communication of FANH issues. The anticipated audience members for this project are post-secondary students in specified agricultural communications classes at Texas Tech University, Colorado State University, and the University of Florida. The case studies will eventually be integrated in other courses at these universities and beyond to reach other post-secondary students studying agricultural sciences. Goal 1 has been addressed by the workshop and subsequent development and integration of the case studies. Ten people attended the daylong, in-person workshop. The training resources were provided online so others could benefit from the expertise. This includes the other PIs and members of Texas Tech faculty. Katie Abrams (CSU) has not yet implemented the case studies because she only teaches the appropriate course in the spring, but she did the other steps. Anecdotal evidence and self-reflections from the instructors indicates they are becoming more comfortable using case studies to teach agricultural issues. Goals 2 and 3 have been initiated at two of the three universities. Initial data has been collected via an online questionnaire at the beginning and ending of the spring and fall 2016 semesters. The spring 2016 data provides baseline data for the classes at three universities; this is before we integrated the case studies. The fall 2016 semester data was collected at Texas Tech and the University of Florida and is the first semester the case studies were introduced in class. This data has not been analyzed completely to determine to what extent the goals were reached. We also had students in the fall 2016 semester at two universities provide written reflections regarding the case studies. Initial inspection of this data indicates the students enjoyed the case studies and wanted more time allocated to them than what the instructors had provided. We had 29 students at Texas Tech and another 30 at the University of Florida complete the courses with case studies integrated in the fall 2016 semester. During this reporting period, we improved our ability to develop and integrate multi-media case studies. From attending the in-depth "writing with case studies" workshop to planning and developing case studies, the co-PIs are better equipped to use case studies to improve students' knowledge of agricultural issues and ability to think critically about these topics. Initial work was done to develop five case studies that address different agricultural issues: food recalls, antibiotic use in animal agriculture, water conservation in agriculture, invasive species, and rural community resilience. Each of these case studies addresses communication principles to help students consider appropriate audience segments and key messages. These case studies have consistent appearance for the PowerPoints and accompanying videos. Additional revisions will be made to the case studies and instructor manuals after testing them during the fall semester. Subsequent analysis of the data collected in year 1 will be completed to better understand how we are meeting the desired outcomes for this project.
Publications
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