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This study sought to investigate how secondary agriculture teachers' characteristics influence their perceived ability to teach students decision-making skills. We used a cross-sectional survey research design and distributed the instrument to secondary agriculture teachers in the U.S. via Facebook. We received 151 usable responses and conducted a multiple regression and mediation analysis. The regression model accounted for 34.97% of the variance in teachers' perceived ability to teach decision-making skills and explained a statistically significant amount of variation in the outcome (F(16, 129) = 4.34, p < 0.001). Teaching efficacy, teaching style, decision-making beliefs, and years of service statistically and significantly influenced the outcome. In addition, 29.35% of the total effect of decision-making beliefs on perceived ability to teach decision-making is mediated through teaching efficacy. Findings can inform the development of workshops and educational resources intended to improve agriculture teachers' perceived ability to teach students decision-making skills, thereby enhancing their ability to teach students how to make decisions. Teachers' psychological and socio-demographic characteristics statistically and significantly influence their perceived ability to teach students decision-making skills. The regression model was the first of its kind to investigate the influence of teacher characteristics on this particular outcome. Therefore, results provide novel but preliminary insight into teachers' perceptions. [ABSTRACT FROM AUTHOR]

We sought to determine the perceived importance and development of agricultural students' employability skills, and the factors and experiences that influence their development. We used a cross-sectional survey research design and conducted a census of Texas A&M University College of Agriculture and Life Sciences students by distributing a researcher-developed instrument to all students following the tailored design method. We collected 991 usable responses. Students believed communication and decision-making skills were most important, but their teamwork skills and self-management skills were most developed. Seven types of professional experiences significantly and positively influenced students' perceived development of employability skills. Students who knew the type of career they wanted to pursue believed their employability skills were statistically significantly better developed than students who did not. Agricultural educators should help students identify career interests early in their academic pursuit and encourage their participation in professional experiences to improve their perceived employability skills development. Increased frequency of participating in teamwork, leadership, project management, community engagement, cross-disciplinary, international, and internship experiences can increase agricultural students' perceived general human capital. Knowledge regarding the type of career they want to pursue can also increase perceived human capital. We identified novel characteristics of agricultural students across academic departments and at varying levels of their degree program. [ABSTRACT FROM AUTHOR]

Animal scientists face an increasing need to communicate with the lay public because of the public's interest in the origin and production of animal-sourced foods. Consumers' increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters ( N =  241; spring 2018  =  61, summer 2018  =  15, Fall 2018  =  54, spring 2019  =  55, and fall 2019 = 56). Male animal science students ( n  = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students ( n  = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production ( M  = 3.09, SD  = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [ F (10, 230) = 0.36, P  = 0.96]. Researchers also observed students' communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [ F (1, 55) = 4.16, P  = 0.046] students' beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students' communication tendencies and skills, which can be used to provide curricular recommendations and enhance students' workforce readiness., Competing Interests: This project was supported by Higher Education Challenge Grant no. 2017-70003-2686 from the United States Department of Agriculture, National Institute of Food and Agriculture. Subsets of this data were presented at the annual American Society of Animal Science (ASAS) conference in Austin, TX, in July 2019 and at the North American Colleges and Teachers of Agriculture (NACTA) conference held virtually in June 2020., (© The Author(s) 2024. Published by Oxford University Press on behalf of the American Society of Animal Science.)