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There has been a dramatic shift in how people engage with agriculture over the past 50 years in the United States, leading to little interaction between consumers and the farm. Despite extension initiatives to communicate with urban consumers about agriculture, the disconnect between consumers and agricultural producers continues to grow. Research has shown consumers rely primarily on the media for information about agriculture resulting in misconceptions about its impact on the environment. Consumers' negative views about agriculture's impact on the environment may lead to support for and implementation of environmental policies that create issues for agricultural producers rather than policies that support both production agriculture and the environment. This study, guided by audience segmentation and framing theory, sought to explore differences in public perspectives regarding agriculture's impact on the natural environment, specifically with rural, urban, and suburban residents. Data were collected from 797 Georgia residents living in rural, urban and suburban areas using an online survey instrument. The results found perspectives on agriculture's impact on the environment were moderately high and bimodal; both positive and negative. Statistically significant differences were found between urban and suburban residents' positive perspectives on agriculture's impact on the environment and between urban, suburban, and rural residents' negative perspectives on agriculture's impact on the environment. The findings imply extension educators need to tailor outreach programs based on the rurality of residents in order to effectively communicate with audiences, particularly when combatting negative framing with urban audiences.

Educators within agricultural and natural resource disciplines are tasked with educating students to critically engage with and problem-solve complex issues. As society's relationship with science and technology changes, coupled with an information-dense environment, strategies for sustainably addressing complex issues are needed. One potential approach for strategically addressing complex problems is systems thinking, which emphasizes the interdependence of the components of systems from ecological, social, and economic perspectives, among others. A mixed-methods study was used to explore the applicability of hypothetical case scenarios (HCS) as a teaching method to introduce and engage students in using systems thinking related to the seafood industry. Findings suggested HCS engaged students to think critically about socio-scientific issues. Participants demonstrated systems thinking capacity when discussing their decision-making processes in the hypothetical cases. The current study demonstrated the pedagogical potential of using HCS to enhance systems thinking capacities for students in the ANR disciplines. Implications for education and recommendations for future research are discussed.

Urgent action is needed to educate the public and encourage water conservation behaviors amidst the global threat of water scarcity impacting billions by 2050. Crafting tailored educational programs about water conservation is crucial for incentivizing behavior change and achieving the Sustainable Development Goals. Intrinsic motivation, which is shaped by personal interests and values, plays a fundamental role in understanding individual behavior in various contexts, and therefore may aid in our understanding of water conservation behaviors. Despite the widespread application of the intrinsic motivation inventory (IMI) to measure intrinsic motivation, its adaptation and utilization in water conservation education remains largely unexplored, prompting this study to establish a relevant scale for intrinsic motivation in the context of water conservation education. Data were collected from 907 respondents in Florida, Georgia, and Alabama and subsequently analyzed using an exploratory factor analysis and confirmatory factor analysis to establish and confirm factor structures related to intrinsic motivation, perceived competence, perceived choice, and relatedness in water conservation. The study findings established the Water Conservation IMI as a reliable tool for measuring intrinsic motivation in water conservation education. Further validation of measures for extrinsic motivation in environmental literature are needed to enhance comprehensive education strategies for sustainability. [ABSTRACT FROM AUTHOR]

This study, conducted using a non-experimental and cross-sectional survey, was undertaken to explore distinguishing characteristics between intenders and non-intenders regarding donation behaviors to organizations that work to protect water resources. The case presented here was drawn from the state of Florida, U.S. where many organizations rely on public donations to complete their missions. An electronic, opt-in, nonprobability survey panel design employing a representative quota sample was used to recruit residents for data collection. Three normative lenses were used to compare the two groups. The findings of the study revealed that intenders had greater generalized (injunctive and descriptive), expectancy-based (injunctive and descriptive), and value-expectancy (injunctive and descriptive) normative beliefs compared to non-intenders. Among the three normative types, generalized normative beliefs provided the most robust distinction between the two groups with generalized descriptive norms being the most important distinguishing factor. This finding reveals potential donors' perceptions of whether the important people in their lives are engaged in donating to these organizations are more important than whether they perceive approval or expectation to do so. In terms of personal characteristics, results showed intenders were significantly younger, more likely to hold a professional degree or have a higher income, and more likely to have made a financial donation in the past relative to their counterparts who lacked intent. It is recommended that organizations focus on effectively showcasing donation behaviors of important others and targeting previous and younger donors to enhance public donations for water resources or similar environmental conservation programs. [ABSTRACT FROM AUTHOR]

Water scarcity in the United States needs to be addressed with demand- and supply-side initiatives. Yet, water is often provided for a low cost to households in residential areas that have the potential to reduce water consumption. The theory of planned behavior (TpB) is a social science theory used to understand why volitional conservation behaviors, including water conservation, are performed by consumers. Additional predictors are included in TpB in water literature, and motivations for behavioral actions may help further explain residential water conservation behavior. This study sought to determine whether TpB and motivation predicted residential water conservation behavior. Data were collected with an online survey (n = 907) in September 2022 from residents of Florida, Georgia, and Alabama using non-probability opt-in quota sampling. The data were analyzed in R using the lavaan package. The results indicate that there was a significant direct effect of attitude and subjective norms on intention. There was a significant direct effect of intention on behavior. There was a significant negative direct effect of extrinsic motivation on behavior. Mediation was present in the model with intrinsic motivation. Perhaps the respondents had not thought about rewards or punishments in the context of water conservation because of the availability of water at a low cost and therefore were not extrinsically motivated to conserve water. [ABSTRACT FROM AUTHOR]

Background: The ability to solve complex challenges facing the food system is an increasingly important skill for undergraduate students entering into the global workforce. However, the curriculum tools to enhance systems thinking in the undergraduate agricultural and natural resource classroom are limited, specifically related to food systems education. Methods: The current study explored the use of hypothetical case scenarios in a teaching curriculum related to the seafood industry, in order to determine the use of these tools as a mechanism for increasing undergraduate students' systems-thinking capacity. The mixed-method study used a survey and focus groups. Results indicated that participants' understanding of, and capacity for, using systems thinking to reason through complex scenarios increased during the mixed-method educational intervention. Participants stated the experience helped them learn more about their own patterns of thinking, created transformational learning moments through dissonance, helped them learn about the unintended consequences of decision-making, and increased their understanding of system complexity. Conclusions: The implications of using hypothetical case scenarios in the food system education classroom are explored. [ABSTRACT FROM AUTHOR]

In many parts of the world, water scarcity is increasing due to climate change and the deterioration of the quantity and quality of water sources. In the southeastern U.S., water conservation is of particular concern because of the decades-long water war between the states of Florida, Georgia, and Alabama over two shared river basins. Individuals can only do so much to conserve water in their home, but different forms of donations can contribute to larger efforts resulting in greater environmental impact. Using a conceptual framework connecting self-identity to water conservation contribution engagement, the purpose of this study was to determine if personal water conservation behavioral intent impacted contributions to organizations supporting water conservation so effective communication strategies can be developed. Previous studies connected self-identity and intention to engage in pro-environmental behaviors, but there is a lack of research on the connection to water conservation donation behavior. Respondents were recruited to take an online survey using non-probability opt-in sampling. Self-reported intent to engage in water conservation behaviors, current contribution behaviors (if they donate to an organization that protects water, are a member of a water conservation organization, own a specialty license plate that supports water conservation, and volunteer for water conservation events), and total family income in the past year were obtained. Data were analyzed using point-biserial correlations and binary logistic regressions. The results indicated personal water conservation behavioral intent was positively correlated to water conservation contribution behaviors. Personal water conservation behavioral intent and income level were significant predictors of contribution behaviors. Environmental communicators and educators should encourage those who identify as conservationists to increase their self-identity through contributing to organizations. Future research should be conducted to determine if actual versus perceived discretionary income and/or time is a predictor of contributions. [ABSTRACT FROM AUTHOR]

Agriculturalists and environmentalists must navigate complex challenges as the global population continues to increase and environmental resources are depleted. Colleges of agricultural and environmental sciences are tasked with addressing the nexus between environmental and agricultural challenges through research, education, and communication. However, the amount of research being conducted with both agriculture and the environment considered is largely unknown and, as a result, their corresponding communication messages may not provide coherent messages from the college. Therefore, the purpose of this study was to identify if research within a college of agricultural and environmental sciences takes a holistic approach so that communication efforts coming from the college can encompass both perspectives. The data were collected from a web-based system containing university research publications and analyzed using a thematic analysis and meta-synthesis. The metasynthesis revealed 212 codes overlapping agricultural and environmental themes compared to the total 4,325 codes found across all publications. The findings indicated there was a limited amount of collaboration occurring between environmental and agricultural researchers within the college. Without collaborative research, agricultural communicators cannot develop science communication efforts that holistically integrate evidence-based science. As new challenges emerge at the nexus of agriculture and the environment, researchers must shift toward a collaborative and interdisciplinary approach to ensure the science communication efforts sharing their findings are inclusive. [ABSTRACT FROM AUTHOR]