Exploring Perspectives of the Student Competencies Needed to Advocate for Agriculture

Abstract

The agricultural and natural resources industries are increasingly faced with remarks and skepticism from consumers and activists alike. Equipping those in industry as well as college graduates with skills to effectively share agriculture's story through a variety of mediums continues to increase in importance. This qualitative study sought to explore learning objectives and curriculum goals that agricultural advocates have for an undergraduate agricultural advocacy course. Phone interviews with individuals involved in agricultural advocacy revealed two-way communication skills were important when communicating with the public. Active listening, communicating with an open mind, communicating at a level of understanding, and equipping oneself with an arsenal of industry knowledge and contacts were found to be key learning outcomes for a course such as this. Further, role-playing activities, professional experiences, and online media communication abilities were also found to be important class assignments, activities, and skills that would allow students to perfect these two-way communication skills. From the findings of this study, undergraduate educators may have a better understanding of the importance of incorporating two-way communications into their curriculum as well as have a guideline for developing a course for agricultural advocacy within their agricultural education, communications, and leadership programs. The findings of this study may also help communications practitioners and Extension personnel as they prepare for agricultural advocacy efforts within their organizations.

Case Study Integration in the Undergraduate Classroom: Can We Enhance Willingness to Communicate?

“…Students' ability to discuss critical and challenging ANR issues is imperative as they start their careers in the agricultural industry (Morgan & Rucker, 2013;Steede et al, 2016). Employers have expressed the need for students to be able to communicate about ANR issues to be successful in the workforce (Crawford et al, 2011;Norwood & Henneberry, 2006).…”

“…The results revealed communication courses focused on discussing ANR issues prepare students to be more willing to communicate about issues, and the integration of case studies into these courses amplified the effect. According to Steede et al (2016) listening, having a genuine dialogue with others, and a willingness to have those conversations those who have different views were aspects of a willingness to communicate. Therefore, as the willingness to communicate increases, two-way communication may also increase, which emphasizes listening to the public and engaging in dialogue to address the complex ANR issues (Heath & Palenchar, 2009).…”

“…Previous researchers in agricultural communications have recommended the use of case studies to develop interpersonal skills such as willingness to communicate (Morgan & Rucker, 2013) and to expose students to real-world contexts so they might be more willing to communicate about ANR issues (Steede et al, 2016). The case studies in the context of the current study presented students with real-world situations related to invasive species, antibiotic use in animal agriculture, community resilience, crisis communication, and water conservation.…”

“…In a more recent study, professionals involved in agricultural advocacy emphasized the importance of key skills undergraduates must possess to have the ability to advocate for the ANR industry (Steede, Gorham, & Irlbeck, 2016). One skill revealed as important was the ability to have genuine conversations and listen.…”

“…One participant said the value of students' willingness to communicate was "when the rest of the audience can see that you are able to have those conversations with people of different views" (Steede et al, 2016, p. 60). The ability to communicate with those outside the industry arose as a key skill for undergraduate students to have post-graduation (Steede et al, 2016).…”