Exploring Student Retention in Postsecondary Agriculture, Food, and Natural Resources Education Programs

Abstract

The current analysis foregrounded postsecondary agriculture, food, and natural resources (AFNR) education programs through an analysis of learning community, social community, general self-efficacy, and major commitment. Analysis identified statistically significant differences in major commitment perceived by year in school, with students earlier in their program reporting statistically higher major commitment than those later in their program. In congruence with the theoretical framework of student learning and persistence, the outcome variable general self-efficacy was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 16% of the variance in general selfefficacy with social community as the only statistically significant predictor. Similarly, major commitment was modeled with year in school, learning community, and social community as predictors. In total, the model predicted 27% of the variance in major commitment with learning community and year in school being statistically significant predictors.

Measuring change within next‐generation agricultural and natural resources professionals

“…Only one intern mentioned a lack of comfort with the lightning rounds. Manuel said, “The lightning rounds were helpful because it prepares me to talk about my research with other people and explain [to] them in an easy way what I'm doing.” He said the TTS were valuable because “Having feedback from professors, students and part from the summer research group helped me a lot with my research investigation and the science [literacy] project.” The learning communities (McKim et al., 2018) created for the APS interns appear to have been successful.…”

“…Zahry and Besley (2017) reported low interest in science, technology, engineering, and mathematics (STEM) educational and career choices due to perceptions or misperceptions of agriculture only as a conventional farming career (“plows and cows”) rather than “science.” McKim et al. (2018) analyzed programs training K‐12 educators looking for experiences leading to greater persistence in agriculture food and natural resources. They found it was essential to build self‐efficacy in both social and learning communities.…”