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This article discusses a financial training program used by Deere and Company for almost 10 years. The objective is to describe the program and to discuss a pre-test/post-test methodology to test the effectiveness of a program for possible duplication by Extension. Results show that participants significantly improved from the pre-test to the post-test regardless of participants' demographics, which is critical to stakeholders to maintain funding. However, from an application standpoint there was still room for improvement. The article discusses several ways for Extension agents to overcome this.

Due to the COVID-19 pandemic, classes at Sam Houston State University were quickly modified to limit the number of students simultaneously present in the classroom. Ten face-to-face agribusiness courses were adapted using various methods such as synchronous and asynchronous hybrid models of learning in Fall 2020, with varying results. Five instructors commented on the changes they made and their perceptions on how those changes affected student performance. Based on student comments and instructors' observations, they concluded that relaxing attendance requirements for the face-to-face sessions was an abysmal decision, and they noted lower final grades for all courses. Students commented that they highly valued their professors' direct interactions and believed they had a hard time engaging with the course material outside of class. An anonymous student survey (with 228 acceptable responses) showed that those expecting higher grades and with more working hours per week tended to prefer the hybrid method and would choose it over fully face-to-face courses in the future if available. Generally, students with overall GPAs above 3.00 found the hybrid course delivery to be effective. On average, female students reported significantly higher grades under hybrid, whereas students with higher GPAs did not report a higher grade expectation in hybrid courses. [ABSTRACT FROM AUTHOR]

To assess the receptivity of Team-Based Learning (TBL) among undergraduate students, the TBL-Student Assessment Instrument© (TBL-SAI) was administered in two agribusiness courses (n=371). Though the original instrument was designed to assess accountability, preference for TBL or lecture, and satisfaction, based on review of the instrument, some questions were combined. A confirmatory factor analysis demonstrated the reliability of our assertion. A Structural Equations Model (SEM) was used to assess the factors associated with satisfaction towards TBL consisting of attitude and effectiveness scales. Preparation, contribution, TBL/lecture distraction, and TBL/lecture recall are latent constructs measuring students' preparation for the class, individuals' contribution to their team, potential distractions in TBL and lecture settings, and how TBL and lecture help with recall and retention of information, respectively. SEM results indicated that higher contribution, lower level of TBL distraction and higher perceived TBL recall were each significantly associated with a more positive attitude and higher effectiveness (p<0.05). Higher level of lecture distraction was positively associated with attitude (p<0.05). Previous positive group-work experience, higher expected grade, and making a close friend through TBL all contributed to higher overall satisfaction. As a classic "adverse selection" problem, students who indicated that they prepared more or had higher reported GPAs were less satisfied with TBL. Yet, contribution to group work was considered essential by students (and employers) and was positively related to their satisfaction with TBL. Since students reported better recall and being less distracted in a TBL course, this promotes an atmosphere for higher engagement and better learning. [ABSTRACT FROM AUTHOR]

In 2008, the cervid (i.e., deer) production and hunting industry had an economic impact of $318.4 million in Texas and $3 billion in the US. Antlers of whitetail bucks are prized trophies for hunters. Hence, breeders make great investments to manage genetic potential for antler growth in their herds. Sire selection accounts for up to 90% of genetic changes in managed livestock herds. Therefore, researchers have investigated the value of sire characteristics using hedonic analysis of auction data for race horses, beef cattle, and dairy bull semen. Similar hedonic analyses have evaluated attributes of hunting leases and permits. However, no hedonic studies have been conducted on auction data for semen originating from confined white-tailed deer farms in Texas. Publicly available data on semen prices, buck antler scores, and whether the buck was considered typical or non-typical were collected from the Texas Deer Association. Auction prices ranged from $120/straw to $20,500/straw of semen with a mean of $2,489/straw. Modeling price as a function of white-tailed deer characteristics and breeding location indicates significant premiums for higher antler scores (p < 0.01), Texas genetics (p < 0.01), and deceased bucks (p < 0.05). Therefore, breeders may consider these important characteristics in breeding program development. [ABSTRACT FROM AUTHOR]

Debate style learning shifts the focus from the instructor as sole deliverer of course content to students contributing ideas, knowledge and differing perspectives revealed through active engagement with class material. Students shift from being passive receptors to active learners. In this paper, we examined the different approaches taken in debate style learning in two undergraduate and one graduate agricultural policy class and one graduate animal science course at Sam Houston State University. The organization, the set-up and the grading of class assignments are discussed based on their use in the fall and spring semesters 2011-2012. Overall, student feedback on the debate experience was positive, suggesting that debate style learning is an effective method for getting students engaged in the course material. Student engagement has been shown to enhance content learning and strengthen student professional skills. [ABSTRACT FROM AUTHOR]

In response to an increase in consumer demand for organic products, the number of organic operations has increased in the U.S. However, unlike the rest of the U.S., the number of certified organic operations in Texas has remained relatively stable. As a means to understand the perceived barriers to the adoption of organic production practices in Texas, a survey was distributed to a stratified sample of 4006 Texas producers. The difference in perception of barriers (from both market and production standpoints) to organic production between organic (or in the process) and conventional producers was assessed. In general, conventional producers perceived barriers to entry to be more severe than organic producers. [ABSTRACT FROM AUTHOR]