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The coronavirus disease 2019 (COVID-19) pandemic's first wave led to declining mental health and life satisfaction outcomes for college students, especially women. While women in undergraduate agricultural programs outperformed men academically prior to and during the pandemic, the achievement may have come at personal cost, especially for those women with fewer personal and environmental resiliency resources. Our research objective was to expand on personal, social, and environmental factors linked with lower mental health and life satisfaction scores for students in agriculture during the pandemic. We measured the influence of such factors across gender-based mental health and life satisfaction outcomes. Our data were collected from 2030 students using an on-line survey across six land-grant university college of agriculture in agriculturally as many distinct regions of the United States. We estimated OLS and Ordered Probit models of their mental health and life satisfaction self-assessments. Our findings reveal students' mental health and life satisfaction were reduced due to a paucity of personal (e.g., less future orientation or graduate school aspirations, food and housing insecurity, and personal health risks) and environmental (e.g., lower quality on-line learning experiences, isolation, family health risk, discrimination experiences) resiliency resources. Our results suggest women were more likely than men to be adversely affected by reduced resiliency resources. These findings suggest university emergency response policies need to address students' needs for housing and food security, on-line course development and delivery, tele health and mental health resources, broad social inclusion and diversity to decrease risk of female attrition and support all students in agricultural degree programs.

A common problem for interdisciplinary sustainability research is that scientists trained in different disciplines are often not rowing their boat effectively in the same direction. Sustainability tools can aid the implementation of this team-melding process. Here, our purpose is to illustrate our Multi-step Integrated graphical and structured discussion eXercise (MIX) tool that transforms diverse disciplinary experts into an interdisciplinary team. We use a visual puzzle-solving approach based on the blind men and the elephant metaphor (BMEM) because this story illustrates the shortcomings of siloed viewpoints and the need to integrate multiple perspectives. Our six-step MIX tool provides step-specific objectives, group activities, discussion questions, and learning outcomes. Activities promote experiential learning for team problem solving. The step-specific structured discussions are designed to get each individual to change their focus from their own discipline (i.e., an elephant trunk, tail, leg, or other isolated pieces of the whole animal) to the team's interdisciplinary goal (i.e., the whole elephant or the entire multi-faceted problem). In our example proof of concept, we show that a narrow focus on only economic yield (trunk), ecological conservation (legs), or human values (tail) misrepresents the biologically involved sustainability problem (elephant) and blocks innovative solutions. [ABSTRACT FROM AUTHOR]

Research on teaching and learning has demonstrated many benefits from team-and group-based learning for improving content comprehension and meeting learning outcomes in a wide range of disciplines. We help to expand on this research, by shedding additional light on the impact of group formation decisions on group performance during group learning activities in a higher education classroom setting. Our objective is to assess the impact of different group formation strategies, including random assignment, self-selection, and methods based on individual metrics, such as academic performance and individual skill levels. Using an experimental design approach, we find that GPA-based and math-ability based group formation strategies may provide some additional benefit to group performance on the margin when initially forming groups. Self-selection of groups may be more beneficial after students learn more about each other (e.g., skills sets and work ethic) during the progression of the course. Our study contributes to the literature by providing an assessment of different group formation strategies that are accessible to a wide range of instructors for small to large classes, as well as guidance on use of different group formation strategies within classes, specifically for classes with more quantitative and analytical tasks. [ABSTRACT FROM AUTHOR]

Conservation practices used on agricultural cropland can provide important ecosystem services. The United States relies largely on voluntary programs to incentivize adoption of conservation practices, but the success of these efforts relies on good program design. We use a choice experiment to evaluate farmers' willingness to adopt more intensive in‐field conservation practices (continuous no‐till, conservation crop rotation, cover crops, and variable rate application of inputs) using a nonlinear extended expected utility framework that incorporates risk under a conservation contract. We contribute to the literature by providing insights regarding producers' preference for incentive payment mechanism (federal program or carbon market) and the incentive payment needed to induce additionality and practice continuity. We find that although an additional payment might be needed to promote practice continuity among farmers who have previously adopted cover crops, in the case of continuous no‐till, adopters might be willing to forgo additional payment to continue benefiting from the use of this practice. Our results also revealed producers prefer conservation contracts accruing higher off‐farm environmental benefits and federally administered over carbon market programs. This is an important result given an increased public interest in climate change and new proposed carbon mitigation policies and private carbon market initiatives. [ABSTRACT FROM AUTHOR]

A growing biofuels industry requires the devel- opment of effective methods to educate farmers, govern- ment, and agribusiness about biofuel feedstock produc- tion if the market is going to significantly expand beyond first generation biofuels. Extension and outreach educa- tion provides a conduit for important research, knowledge and information to be disseminated to producers and agri- business that can utilize the information to help establish biofuel feedstock enterprises and markets. This paper presents the results of a survey administered to extension and outreach agents in 10 western states in the United States to assess the current state of knowledge of exten- sion and outreach agents, their needs regarding feedstock production, and mechanisms used for outreach to their clientele. Results indicate that extension and outreach agents require additional training on biofuel feedstock production, especially economic and logistical aspects. In addition, extension and outreach agents showed a pref- erence for learning using alternative methods, including field days, seminars, face-to-face, community education events, and the internet. Results differ by region and type of extension and outreach agent.

This study analyzes undergraduate students' enrollment intentions and preferences for alternate teaching modalities during the pandemic under a range of reopening scenarios and flexible teaching modalities to investigate the value of flexible learning options and campus life offerings for students. Using primary survey data from six land‐grant universities, our findings suggest that there is no one‐size‐fits‐all policy for tackling significant shocks like the pandemic. Business‐as‐usual was the most divisive, with wide differences in preferences both within and across universities. These results have important implications for future responses to major disruptions in higher education. [ABSTRACT FROM AUTHOR]

Agricultural cooperatives in the United States are larger and more complex than ever before. Due to this growth, farmer directors need to up-skill to maximize farmer member benefits. Director education is generally considered a successful strategy for improving financial and strategic performance, yet little research has examined the skills U.S. agricultural cooperative directors need. This research identified skills – and, notably, behaviors – necessary for agricultural cooperative directors to ensure financial and operational success. Interviews and focus groups were conducted with cooperative leaders. Results were consistent across these three groups and suggest that successful directors must possess the following skills and behaviors: financial/ business, governance, board leadership, industry knowledge and strategic planning. Results suggest that educating farmer directors on these skills and behaviors may benefit all farmer members of an agricultural cooperative. [ABSTRACT FROM AUTHOR]