Progress 05/01/20 to 12/31/24
Outputs
Target Audience:The target audiences reached during this reporting period were graduate students in animal and dairy science departments at the four participating institutions (University of Nebraska-Lincoln, University of Minnesota, North Dakota State University, South Dakota State University) and allied industry relevant to meat animal and dairy production. Efforts with these groups included on-line training using monthly seminars and short-term workshops, on-line cross-disciplinary classroom discussions, an in-person conference, and short-term industry internships. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?This project was specifically developed to create training and professional development activities as noted in the above objectives. How have the results been disseminated to communities of interest?Informal discussions of the program with industry leaders not currently involved have been undertaken by the PI's. These discussions have been conducted primarily at industry-focused events, such as World Pork Expo and scientific meetings, such as Midwest American Society of Animal Science annual meeting. Formal discussion of the program and value to graduate students whose research is focused on enhancing agriculture was conducted with 5 new institutions (Penn State, University of Missouri, University of Illinois, Kansas State University, Iowa State University). Informal discussions were conducted with students from Auburn University, Texas Tech University, and University of Georgia. At least one student from each University attended the communication conference. Efforts have been extended to expand the formal discussion of the program with University of Kentucky, Purdue University, University of California-Davis. As a result of these efforts, registration in the seminar/discussion series reached a high of 52 and the fall communication conference was at capacity of 42 student participants. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Objective 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. (100% Accomplished) Two training activities were completed. The first is multiple series of eight one-hour virtual seminars or live discussions with key industry personnel who communicate routinely as part of their current or past position with a range of key target audiences (livestock producers, media, government, consumers). These audiences are critical to communicate the latest technology and management tools for sustainable and profitable agricultural commodities (e.g. meat products, cereal grains, aquaculture, vegetables). They are key in ensuring social license to operate, particularly for the meat animal industry. The seminar/discussion guests share strategies for effective communication with these audiences using different communication forums (internet-based, Extension, sales meetings). The objective of these seminars/discussions is to improve the communication skills of graduate students in agriculture-related fields. A new series of seminars/discussions are recorded each year and recordings from previous years are made available to students to view in advance of the discussions. At each discussion period, new industry guests interact with the students and discuss what they have learned from previously recorded seminars. Students are allowed the opportunity to give specific examples from their own research area of how they would develop a seminar to share their work with the given target audience. Direct feedback is provided to the student on the approach, ideas for improvement, etc. with the goal of providing examples of meaningful interactions with each target audience. In the most recent year, an average of 25 graduate students attended each discussion from a cohort of 52 registered. Discussions occur in spring and summer to aid in preparation of oral presentations at the fall Communication Conference (the second training activity described in detail under Objective 2). Objective 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. (100% Accomplished) Each year a fall communication conference was organized. This is a two day, in-person conference for graduate students in study areas relevant to agriculture. The conference provides direct interaction with agriculture industry leaders, community leaders, and Extension experts. On day one, students participate in round table discussions of 'hot topics' relevant to US agriculture based on case studies provided by the industry leaders who also lead the discussions at each round table. Students rotate to the different tables every 45 minutes where they hear the case study and develop solutions/strategies to address the production challenge(s). Round table topics have included Life Cycle Analysis, manure management, global trade policy, niche meat animal markets, nutritional product development and regulatory control, among many other hot topics. At the end of day one, the students have the opportunity to share a draft strategy for communication of their science to a preassigned target audient with industry experts to help ensure the message expected to be presented the following day would be as meaningful as possible for their specific target audience. On day two, each student gives one oral presentation (20 min each) intended to convey a scientific message in their area of expertise to a specific pre-assigned target audience utilizing the communication skills developed during the seminar series. Each presentation is reviewed and critiqued by a panel of relevant experts role playing as the given target audience to create a real-life scenario. For example, in the policy maker room, panelist role play as a member of the SD Senate Ag Committee. After a period of 10 minutes on the 'hot seat' challenging the student with questions, the panelists provide feedback on how well the student did under the challenge and provide suggestions for improvements. Since the start of the program, student participation has increased from 22 to 42 (the maximum allowed) for a total of 148 graduate students trained and more than 150 participating industry leaders. A questionnaire has been used to solicit feedback from industry leaders/guests and participating students on the value of the program in relation to developing communication skills specific to non-academic audiences and strengthening problem solving skills. A 5-point Likert scale is used for the questionnaire. Consistently each year, the overall score (4.6 ± 0.6) indicates students and industry participants found value in the activity. In particular, students comment positively about the incorporation of 'assigned' networking opportunities to increase direct interaction between students and industry. Of all the activities included in this project since the start, the conference has been the most successful in terms of industry and student feedback. Objective 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. (100% accomplished) No additional work on this objective was completed. Objective 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. (75% accomplished) Completion of Objectives 1 through 3 resulted in a cadre of students with advanced communication skills. Over the first 3 years, a total of 17 students completed four activities related to communicating science with audiences outside academia. Two of these activities were the seminar/discussion series and communication conference and as noted previously has trained 148 students and involved more than 150 industry participants since its inception. Another activity that student cohorts in years 1 through 3 completed included a Think/Pair/Share written and discussion activity where the animal science students prepared a short (800 word) article on an animal production hot topic of their choice (eg. gestation stalls for pregnant sows) intended to communicate the science behind the given practice. The short articles were read and critiqued by a class of Journalism majors at South Dakota State University. The journalism majors completed a pre- and post-test specific to each article to gauge their learning based on the written article. Each article was reviewed by at least 3 journalism majors. The article author and the relevant reviewers then joined in a virtual discussion time where questions, concerns could be openly discussed. Feedback on this activity indicated that it was valuable for both the graduate students and journalism majors; however, logistics of the activity proved to be a challenge with journalism instructors changing each year. This activity was dropped after 3 years. Based on formal and informal feedback from the students and the industry personnel involved in the above-listed activities, the program has been successful in strengthening communication skills in the students registered in this program.
Publications
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Progress 05/01/23 to 04/30/24
Outputs
Target Audience:The target audiences reached during this reporting period were graduate students in animal and dairy science departments at the four participating institutions (University of Nebraska-Lincoln, University of Minnesota, North Dakota State University, South Dakota State University) and allied industry relevant to meat animal and dairy production. Efforts with these groups included on-line training using monthly seminars and short-term workshops, on-line cross-disciplinary classroom discussions, an in-person conference, and short-term industry internships. Changes/Problems:An additional year NCE was requested to allow additional time to expand knowledge and interest in the program across US agriculture institutions. The response to date has been very positive. What opportunities for training and professional development has the project provided?This project was specifically developed to create training and professional development activities as noted in the above objectives. How have the results been disseminated to communities of interest?Informal discussions of the program with industry leaders not currently involved have been undertaken by the PI's. These discussions have been conducted primarily at industry-focused events, such as World Pork Expo and scientific meetings, such as Midwest American Society of Animal Science annual meeting. Formal discussion of the program and value to graduate students whose research is focused on enhancing agriculture was conducted with 5 new institutions (Penn State, University of Missouri, University of Illinois, Kansas State University, Iowa State University). Informal discussions were conducted with students from Auburn University, Texas Tech University, and University of Georgia. At least one student from each University attended the communication conference. Efforts have been extended to expand the formal discussion of the program with University of Kentucky, Purdue University, University of California-Davis. At present ten students have registered for the seminar series for spring 2023. What do you plan to do during the next reporting period to accomplish the goals?Goal 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. Utilize the recorded seminars as support for new live discussions with industry experts who have experience communicating with specific target audiences. Newly enrolled students will be required to review previous seminars in advance of the live discussion and come prepared with specific questions. The Think-Pair-Share activity may not be completed in this last year. Goal 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. Review feedback from previous conferences and plan the coming annual conference. Goal 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. Continue to network with industry to secure long-term funding for the "Communicating Outside Academia" program. Goal 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. Continue to recruit at institutions outside the four partnering Universities for this grant.
Impacts
What was accomplished under these goals?
Objective 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. (95% Accomplished) One training activity was completed. The first was a series of eight one hour discussions focused on improving the communication skills of graduate students with different target audiences (livestock producers, media, government, consumers) using different communication forums (internet-based, Extension, sales meetings). Seminars recorded in previous year were made available to students to view in advance of the discussions. At each discussion period, a new industry guest interacted with the students and discussed what they had learned from the recorded seminars. Then allowed students to give specific examples from their own research area of how they would develop a seminar to share their work with the given target audience. Feedback was provided on the approach, ideas for improvement, etc. with the goal of providing examples of meaningful interactions with each target audience. An average of 15 graduate students attended each discussion. Discussions occurred in spring and summer. Links to the previously recorded seminars were provided to all students to aid in preparation of oral presentations at the fall Communication Conference (see Objective 2). Objective 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. (75% Accomplished) A communication conference was organized and completed during year 4. This was a two day, in-person conference for graduate students in study areas relevant to meat animal production and was modeled after the conference completed in the three previous years. The conference provided direct interaction with livestock industry leaders, community leaders, and Extension experts. On day one, students participated in round table discussions of real-life commercial livestock production case studies provided by the industry leaders who also led the discussions at each round table. Students rotated to the different tables every 45 minutes where they heard the case study and developed solutions/strategies to address the production challenge(s). At the end of day one, the students had the opportunity to share their draft presentation with industry experts to help ensure the message expected to be presented the following day would be as meaningful as possible for their specific target audience. On day two, each student gave one oral presentation (20 min each) intended to convey a scientific message in their area of expertise to a specific pre-assigned target audience utilizing the communication skills developed during the seminar series. Each presentation was reviewed and critiqued by a panel of relevant experts. A total of 33 graduate students and 29 industry leaders participated in the conference. A questionnaire was used to solicit feedback from industry leaders/guests and participating students on the value of the program in relation to developing communication skills specific to non-academic audiences and strengthening problem solving skills. A 5-point Likert scale was used for the questionnaire. Like previous years, the overall score (4.6 ± 0.6) indicated students and industry participants found value in the activity. The revision from previous years feedback to incorporate 'assigned' networking opportunities to increase direct interaction between students and industry was again noted as being valuable to the students. Some financial support from allied industry was received this year. Of all the activities included in this project since the start, the conference has been the most successful in terms of industry and student feedback. Objective 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. (100% accomplished) No additional work on this objective was completed. Objective 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. (75% accomplished) Completion of Objectives 1 through 3 will result in a cadre of students with advanced communication skills. Over the previous 4 years, a total of 17 students completed four activities related to communicating science with audiences outside academia. Two of these activities were the seminar/discussion series and communication conference noted previously. The communication conference has hosted 121 students and approximately 90 industry participants since its inception. Based on formal and informal feedback from the students and the industry personnel involved in the above-listed activities, the program has been successful in strengthening communication skills in the students registered in this program.
Publications
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Progress 05/01/22 to 04/30/23
Outputs
Target Audience:The target audiences reached during this reporting period were graduate students in animal and dairy science departments at the four participating institutions (University of Nebraska-Lincoln, University of Minnesota, North Dakota State University, South Dakota State University) and allied industry relevant to meat animal and dairy production. Efforts with these groups included on-line training using monthly seminars and short-term workshops, on-line cross-disciplinary classroom discussions, an in-person conference, and short-term industry internships. Changes/Problems:Because participation from the partnering institutions considerably waned since January 2022 there were considerable funds available. A 1-year no-cost extension was submitted and approved. Funds will be used for travel to other institutions for student recruitment as well as travel to promote the program with allied industry. What opportunities for training and professional development has the project provided?This project was specifically developed to create training and professional development activities as noted in the above objectives. How have the results been disseminated to communities of interest?Informal discussions of the program with industry leaders not currently involved have been undertaken by the PI. These discussions have been conducted primarily at industry-focused events, such as World Pork Expo and scientific meetings, such as Midwest American Society of Animal Science annual meeting. Formal discussion of the program and value to the swine industry was had with representatives of the National Pork Board. An outcome of this discussion was financial support for the fall 2022 conference was provided by the Pork Board. An abstract was prepared and will be presented at the NACTA meeting in June 2023. What do you plan to do during the next reporting period to accomplish the goals?Goal 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. Utilize the recorded seminars as support for new live discussions with industry experts who have experience communicating with specific target audiences. Newly enrolled students will be required to review previous seminars in advance of the live discussion and come prepared with specific questions. The Think-Pair-Share activity may not be completed in this last year. Goal 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. Review feedback from previous conferences and plan the coming annual conference. Goal 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. Continue to network with industry to secure long-term funding for the "Communicating Outside Academia" program. Goal 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. Continue to work with cohort 2 students to complete year 2 requirements. Start student recruitment efforts at institutions outside the 4 partnering Universities for this grant.
Impacts
What was accomplished under these goals?
Objective 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. (85% Accomplished) Two training activities were completed. The first was a series of eight, 1-h seminars focused on improving the communication skills of graduate students with different target audiences (livestock producers, media, government, consumers) using different communication forums (internet-based, Extension, sales meetings). Seminars were provided by guest lecturers currently working in each area from within the collaborating Universities, allied industry (ADM Nutrition, Fresh Produce, Dakota Farmer, Riverview Dairy), and relevant commodity organizations (National Pork Board, North Dakota Cattlemen's Association). Each seminar was presented live on-line via zoom (with simultaneous recording) and made available to participating institutions and grad students. An average of 8 graduate students and faculty attended each seminar. Seminars occurred in spring and summer and were recorded. Links to the recorded seminars were provided to all students registered for the fall Communication Conference (see Objective 2) to aid in preparation of oral presentations. The second training activity was a Think-Pair-Share activity. Graduate students enrolled in an Animal Science program prepared a science-based short paper (700-800 words) on a hot button topic in livestock production targeted at a non-agriculture audience. The paper used an informative style of writing. The short papers were reviewed and critiqued by undergraduate students registered in 2 communication courses at SDSU (PUBR345 and MCOM336) and a human nutrition course at SDSU (NUTR423). Each paper was reviewed by at least 3 undergraduates. Papers were returned to the relevant graduate students, then both groups (graduate and undergraduate students) participated in a round table discussion led by the graduate student, focusing the discussion on: 1) "what was confusing about the paper information," and 2) "what was concerning." Five graduate and 32 undergraduate students and 5 faculty participated. Undergraduate students completed a pre- and post-test survey of knowledge on the paper topic they were assigned to review. In addition, undergraduate students completed a series of 5 questions evaluating their change in perception regarding animal agriculture as a result of the activity using the Likert scale. The pre-test score averaged 49%, and rose to 67% for the post-test score demonstrating an improvement in knowledge about the specific areas of livestock production represented in the graduate student papers. Similar to previous years, overall apriori knowledge of undergraduate students regarding livestock agriculture was low and showed considerable variation (mean score = 2.3; SD = 1.4). Many undergraduate students felt minimally equipped to communicate about a given livestock production controversy (mean score = 2.2). At the completion of the activity, there was much greater understanding about livestock production controversies (mean score = 3.7), but lesser gain in confidence communicating about those controversial issues (mean score = 2.9). Faculty moderators commented somewhat greater structure of discussion time would help interaction/discussion on each topic within the allotted time. It was noted that communication around food production systems is increasingly emphasized in the human nutrition curriculum, and that this activity allowed a new perspective on that topic for those students. In addition, this activity started a conversation between two groups with a vested interest in food production (human nutritionists and animal scientists), but with historically very limited interaction. Objective 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. (75% Accomplished) A communication conference was organized and completed during year 3. This was a 2 day, in-person conference for graduate students in study areas relevant to meat animal production, and was modeled after the year 1 conference. The conference provided direct interaction with livestock industry leaders, community leaders, and Extension experts. On day 1, students participated in round table discussions of real-life commercial livestock production case studies provided by the industry leaders who also led the discussions at each round table. Students rotated to the different tables every 45 minutes where they heard the case study and developed solutions/strategies to address the production challenge(s). On day 2, each student gave one oral presentation (20 min each) intended to convey a scientific message in their area of expertise utilizing the communication skills developed during the seminar series. Each student was assigned a target audience and each presentation was reviewed and critiqued by a panel of relevant experts. A total of 30 graduate students and 28 industry leaders participated in the conference. A questionnaire was used to solicit feedback from industry leaders/guests and participating students on the value of the program in relation to developing communication skills specific to non-academic audiences and strengthening problem solving skills. A 5-point Likert scale was used for the questionnaire. Similar to years 1 and 2, the overall score (4.6 ± 0.6) indicated students and industry participants found value in the activity. The revision from previous year feedback to incorporate 'assigned' networking opportunities to increase direct interaction between students and industry was again noted as being valuable to the students. Some financial support from allied industry was received this year. Of all the activities included in this program, the conference has been the most successful in terms of industry and student feedback. Objective 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. (100% accomplished) After discussions with the grant PI's, it was determined that the seminar series and communication conference had the greatest support from industry and students, had the best organization structure in place, and would be the best options to emphasize in the last year. Given that, it was also determined we were likely to be most successful in securing funds needed to maintain these components beyond the life of the grant. Objective 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. (50% accomplished) Completion of Objectives 1 through 3 will result in a cadre of students with advanced communication skills. At present, 7 of the 8 students who started the program in year 1 and 7 of the 11 students enrolled in year 2 have completed all required activities. Based on formal and informal feedback from the students and the industry personnel involved in the above listed activities, the program has been successful in strengthening communication skills in the students registered in this program.
Publications
- Type:
Other
Status:
Accepted
Year Published:
2023
Citation:
Hasselquist, L., Gonda, M., Wright, C., Johnston, L., and Levesque, C.L. 2023. Communicating Science Beyond Scientists. North American College and Teachers of Agriculture. June 20-24, 2023. Las Cruces, NM
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Progress 05/01/21 to 04/30/22
Outputs
Target Audience:The target audiences reached during this reporting period were graduate students in animal and dairy science departments at the four participating institutions (University of Nebraska-Lincoln, University of Minnesota, North Dakota State University, South Dakota State University) and allied industry relevant to meat animal and dairy production. Efforts with these groups included on-line training using monthly seminars and short-term workshops, on-line cross-disciplinary classroom discussions, an in-person conference, and short-term industry internships. Changes/Problems:No major delays were experienced in this reporting period. A challenge encountered was new student recruits for cohort 3. At present there are 3 formally enrolled with an average of 7 students attending the weekly seminars. Participation from the partnering institutions has considerably waned since January 2022 with no clear indication of why. What opportunities for training and professional development has the project provided?This project was specifically developed to create training and professional development activities as noted in the above objectives. How have the results been disseminated to communities of interest?Informal discussions of the program with industry leaders not currently involved have been undertaken by the PI. These discussions have been conducted primarily at industry-focused events, such as World Pork Expo and scientific meetings, such as Midwest American Society of Animal Science annual meeting. What do you plan to do during the next reporting period to accomplish the goals?Goal 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. Review and revise seminar series topics and guest speakers based on student feedback. In particular, assess the value of seminar series for preparation of conference presentations. Review and revise organization of Think-Pair-Share activity based on graduate and undergraduate feedback. Goal 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. Review feedback from the second conference and plan the coming annual conference. Have discussions with the leadership team on what activities are likely to be supported long-term by industry, which activities have been most successful, and have the greatest likelihood of being sustained long-term. Goal 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. Continue to network with industry to secure long-term funding for the "Communicating Outside Academia" program. Goal 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. Continue to work with cohort 2 students to complete year 2 requirements and cohort 3 to complete year 1 activities. Discuss how to incorporate training activities into routine graduate training in Animal Science at South Dakota State University.
Impacts
What was accomplished under these goals?
Objective 1. (75% Accomplished) Two training activities were completed. The first was a series of nine, 1-h seminars focused on improving the communication skills of graduate students with different target audiences (livestock producers, media, government, consumers) using different communication forums (internet-based, Extension, sales meetings). Seminars were provided by guest lecturers currently working in each area from within the collaborating Universities, allied industry (ADM Nutrition, Fresh Produce, Dakota Farmer, Riverview Dairy), and relevant commodity organizations (National Pork Board, North Dakota Cattlemen's Association). Each seminar was presented live on-line via zoom (with simultaneous recording) and made available to participating institutions and grad students. An average of 11 graduate students and faculty attended each seminar. Graduate students completed a post-seminar questionnaire to determine perceived benefits to student learning, and changes in knowledge/understanding of communicating to different audiences using a 5-point Likert scale (1 = strongly disagree 5 = strongly agree). Across the fall 2021 seminar series, the average unit change in knowledge based on the Likert scale was 0.89, and 80% of graduate students indicated a better understanding of how to communicate science information to the different audiences. Only 20% indicating no change in knowledge. The recorded seminars were provided to all students registered for the fall Communication Conference (see Objective 2) to aid in preparation of oral presentations. The second training activity was a Think-Pair-Share activity. Graduate students enrolled in the HEC program prepared a science-based short paper (700-800 words) on a hot button topic in livestock production targeted at a non-agriculture audience. The paper used an informative style of writing. The short papers were reviewed and critiqued by undergraduate students registered in 2 communication courses at SDSU (PUBR345 and MCOM336) and a human nutrition course at SDSU (NUTR423). Each paper was reviewed by at least 3 undergraduates. Papers were returned to the relevant graduate students, then both groups (graduate and undergraduate students) participated in a round table discussion lead by the graduate student, focusing the discussion on 1) "what was confusing about the paper information," and 2) "what was concerning." A total of 8 graduate and 56 undergraduate students participated. Undergraduate students completed a pre- and post-test survey of knowledge on the paper topic they were assigned to review. In addition, undergraduate students completed a series of 5 questions evaluating their change in perception regarding animal agriculture as a result of the activity. Survey results from the current reporting year showed that the overall apriori knowledge of undergraduate students regarding livestock agriculture was low and showed considerable variation (mean score = 2.3; SD = 1.4). Many undergraduate students felt minimally equipped to communicate about a given livestock production controversy (mean score = 2.0). At the completion of the activity, there was much greater confidence in ability to communicate about livestock production controversies and greater overall confidence in livestock agriculture (mean score = 3.1 and 3.5, respectively). There was strong agreement that writing skills are an important competency for individuals in livestock agriculture (mean score = 4.1). One area identified for future improvement would be for graduate students to complete a training session with the instructors of the Communication courses prior to preparation of their respective papers. Objective 2: (65% Accomplished) A communication conference was organized and completed during year 2. This was a 2 day, in-person conference for graduate students in study areas relevant to meat animal production, and was modeled after the year 1 conference. The conference provided direct interaction with livestock industry leaders, community leaders, and Extension experts. On day 1, students participated in round table discussions of real-life commercial livestock production case studies provided by the industry leaders who also lead the discussions at each round table. Students rotated to the different tables every 45 minutes (up from 25 minutes in year 1) where they heard the case study and developed solutions/strategies to address the production challenge(s). Based on feedback from year 1, a few of the round table leaders were changed and more instructions on the activity objectives were provided to the table leaders. On day 2, each student gave one oral presentation (25 - 30 min each) intended to convey a scientific message in their area of expertise utilizing the communication skills developed during the seminar series. Each student was assigned a target audience and each presentation was reviewed and critiqued by a panel of relevant experts. A total of 28 graduate students and 22 industry leaders participated in the conference. A questionnaire was used to solicit feedback from industry leaders/guests and participating students on the value of the program in relation to developing communication skills specific to non-academic audiences and strengthening problem solving skills. A 5-point Likert scale was used for the questionnaire. Similar to year 1, the overall score (4.6 ± 0.6) indicated students and industry participants found value in the activity. A revision based on previous year feedback was to incorporate 'assigned' networking opportunities to increase direct interaction between students and industry. These networking opportunities were particularly noted as being valuable to the students. Objective 3. (75% accomplished) The activities outlined in Objectives 1 and 2 were combined with short-term industry internships (10 - 14 days), interpersonal communication training, and graduate teaching courses already available at each participating institution to create a HEC communication training program "Communicating outside Academia: Preparing Graduate Students for the Livestock Industry." The program required participants to attend each communication seminar, complete the interpersonal communication training, participate in the communication conference, and complete two additional experiences. The additional experiences include graduate teaching courses offered at each institution, the Think-Pair-Share outlined in Objective 2, a short-term commercial industry internship, and cross cultural communication courses. Participants are expected to complete the required activities over 2 years to allow sufficient time to balance requirements of existing graduate programs and the communication training program. The seminar series and conference attendance are completed in year 1 and the additional activities in year 2. Objective 4. (20% accomplished) Completion of Objectives 1 through 3 will result in a cadre of students with advanced communication skills. At present, 6 of the 8 students who started the program in year 1 have completed all required activities. An additional 11 students were enrolled in year 2. Based on formal and informal feedback from the students and the industry personnel involved in the above listed activities, the program has been successful in strengthening communication skills in the students registered in this program.
Publications
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Progress 05/01/20 to 04/30/21
Outputs
Target Audience:The target audiences reached during this reporting period were graduate students (GS) in animal and dairy science departments at the four participating institutions (University of Nebraska-Lincoln, University of Minnesota, North Dakota State University, South Dakota State University) and allied industry relevant to meat animal and dairy production. Efforts with these groups included on-line training using monthly seminars and short-term workshops, on-line classroom discussions, and an in-person conference. Changes/Problems:Due to travel and in-person restrictions during the pandemic, industry internships could not be accomplished and the annual communication conference was limited to 50% of target participation. In addition, the interpersonal communication training (TotalSDI) could not be completed in-person. Despite these limitations, many of the intended activities were completed using on-line and virtual forums. While this is not particularly effective to accomplish the learning goals for the annual communication conference or the short-term internships, the goals of the seminar series were suitably achieved. The learning outcomes expected from the interpersonal communication training were achieved; although in-person training at least once could have considerably enhanced participant experiences and increased individual participation during sessions. What opportunities for training and professional development has the project provided?This project was specifically developed to create training and professional development activities as noted in the above goals. However, in addition to these opportunities, organization of the Communication Conference required involvement of two undergraduate assistants in managing conference registrations, preparation of conference documents and schedules, and maintaining the schedule during the event. Besides improving organizational skills, participation in this capacity also allowed these students direct interaction with industry experts. Olivia Petrik, undergraduate student, September 1, 2020 to November 21, 2020 in an hourly employee position. Duties and skill development as outlined above. Alanna Hartsfield, undergraduate student, September 1, 2020 to November 21, 2020 in an hourly employee position. Duties and skill development as outlined above. 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?Goal 1. To develop a series of inter-disciplinary events around the USDA education need areas of: curriculum development, instructional delivery systems, and expanding student career opportunities. Review and revise seminar series topics and guest speakers based on student feedback. In particular, assess the value of seminar series for preparation of conference presentations. Review and revise organization of Think-Pair-Share activity based on graduate and undergraduate feedback. Goal 2: To provide foundational graduate student development opportunities focused in the area of interpersonal communication, leadership, and real-world experience relevant to the Food, Agricultural, Natural Resources, and Human (FANH) sciences workplace. Develop a list of industry-relevant companies willing to complete short-term (7-14 day) internships with GS in animal agriculture to contribute to the goal of real-world experiences. Review feedback from the first conference and plan the coming annual conference. Goal 3. To develop interdisciplinary communication and leadership experiences for teams of agriculture and non-agriculture-focused students around key communication challenge areas in the FANH sciences workplace. Begin to network with industry to secure long-term funding for the "Communicating Outside Academia" program. Goal 4. To develop a cadre of students who, in combination with allied livestock production industry, will acquire key analytical and problem-solving skills based on real-world problems in the FANH sciences to create practical solutions. Continue to work with cohort 1 students to complete year 2 requirements and cohort 2 to complete year 1 activities. Begin to recruit for cohort 3 participants.
Impacts
What was accomplished under these goals?
Goal 1. (50% Accomplished) Two training activities were developed. The first was a series of seven 1-h seminars centered on communicating with different target audiences (livestock producers, media, government, consumers) using different communication forums (internet-based, Extension, sales meetings). Seminars were developed utilizing guest lecturers currently working in each area from within the collaborating Universities, allied industry, and relevant commodity organizations. Each seminar was presented live on-line via zoom with simultaneous recording and was made available to participating institutions and GS. An average of 12 GS and faculty attended each seminar. Students completed a post-hoc questionnaire to determine perceived benefit to student learning and change in knowledge/understanding of communicating to different audiences using a 5-point Likert scale, 1 = strongly disagree 5 = strongly agree. Across the FA2020 seminar series, the average unit change in knowledge based on the Likert scale was 0.89, and ≥ 80% of students indicated a better understanding of how to communicate science information to the different audiences with ≤20% indicating no change in knowledge. The recorded seminar series were provided to all students registered for the fall Communication Conference (see Goal 2) to aid in preparation of oral presentations. The second activity was a Think-Pair-Share activity. GS enrolled in the HEC program prepared a science-based short paper (700-800 words) on a hot button topic in livestock production targeted at a non-agriculture audience. The short papers were reviewed and critiqued by undergraduate students (UG) registered in 2 communication courses and a human nutrition course at SDSU. Each paper was reviewed by at least 3 UG. Papers were returned to the relevant GS, who then met with the UG reviewers in a round table discussion lead by the GS focusing the discussion on 1) "what was confusing about the paper information" and 2) "what was concerning". A total of 8 graduate and 50 UG participated. Undergraduate students completed a pre- and post-test of knowledge on the paper topic they were assigned to review. In addition, UGs completed a series of 5 questions evaluating their change in perception regarding animal agriculture as a result of the activity using the same Likert scale as noted above. Based on the responses, the papers were written in suitable language for a range of audience background understanding (score: 3.9 ± 0.9). There was increase in overall knowledge (score: 3.7 ± 1.0) and confidence (score: 3.7 ± 1.0), but these changed to a lesser extent and were somewhat more variable than the general ability to understand. Written feedback from one UG class during the written critique period and at the conclusion of the activity indicated that most UG felt prepared to complete the activity, with a few describing issues related to choppy writing, repetition, and simply listing facts rather than putting information into context. At the conclusion of the activity, 11 out of 17 students indicated being 'very/much more/extremely' comfortable critiquing another's writing and an ability to be more honest and constructive with critiques without hurting writers' feelings. Several expressed their appreciation for the opportunity to interact with the writers on Zoom at the conclusion of the activity. Goal 2: (30% Accomplished) A communication conference was organized and completed during the relevant time period. This was a 2 day in-person conference for GS in study areas relevant to meat animal production and provided direct interaction with livestock industry leaders, community leaders, and Extension experts. On day 1 students participated in round table discussions of real-life commercial livestock production case studies provided by the industry leaders who also led the round table discussion. Students rotated to the different tables every 30 minutes where they heard the case study and developed solutions/strategies to address the production challenges. On day 2 students gave two 15 min oral presentations intended to convey a scientific message in their area of expertise utilizing the communication skills developed during the seminar series. One presentation was given to a relevant ag community, the other to a non-ag community. Students worked individually for the first presentation and in pairs for the non-ag community presentation. Each presentation was reviewed and critiqued by a panel of relevant experts. A total of 26 GS and 24 industry leaders participated in the conference. Questionnaires were used for feedback from industry leaders/guests and participating students on the value of the program in relation to developing communication skills specific to non-academic audiences, strengthening problem solving skills, and value of the conference to the time spent. As previous, a 5-point Likert scale was used. The overall score was 4.6 ± 0.6. Written suggestions for improvement included creating targeted networking opportunities such as assigned seating at meals to increase direct interaction between students and industry professionals and allowing more time for direct feedback following the presentations. Goal 3. (50% accomplished) The activities outlined in Goals 1 and 2 were combined with short-term industry internships (10-14 days), interpersonal communication training (TotalSDI), and graduate teaching courses already available at each participating institution to create a HEC communication training program "Communicating outside Academia: Preparing Graduate Students for the Livestock Industry". The program required participants to attend/view each communication seminar, complete the interpersonal communication training, participate in the annual communication conference, and complete two additional communication or commercial production experiences. The additional communication experiences included graduate teaching courses already offered at each institution, the Think-Pair-Share outlined in Goal 2, short-term commercial industry internship (i.e. 2 weeks), and cross cultural communication courses. Participants were expected to complete the required activities over the course of 2 years to allow sufficient time to balance requirements of existing graduate training programs and the communication training program. The seminar series and conference attendance were completed in year 1, with the additional activities in year 2. Goal 4. (20% accomplished)? Completion of Goals 1 through 3 will result in the first cadre of students with advanced communication skills. At present, 8 students were registered in the HEC communication program in late Spring 2020. Four of those students have completed all the program requirements (including those expected in Year 2). A second cohort of students (n = 10) were registered in the program in Spring 2021. Based on formal and informal feedback from the students and the industry persons involved in the above listed activities, the program has been successful in strengthening communication skills in the students registered in this program.
Publications
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