Agricultural Communication Program Assessment

Data Based Decisions

Fall, Spring and Summer 2021

ASTE 1710: Introduction to Agricultural Communication

Course outcomes are based on students’ factual knowledge of agricultural communication and their mastery of written, verbal, and visual communication skills about food, agricultural, or environmental topics. The completion of these assignments demonstrated proper use of the technical skills and disciplinary knowledge of agricultural communication: Photo and Caption, Blog Post, News Release, Radio PSA Script and Recording, Social Media Campaign, and Career infographic. We saw that the average score for the social media campaign in was lower than we would like (83%). In the social media campaign assignments, the students did a good job identifying target audiences, the purpose for a social media campaign for an agricultural organization or business, and designing 8 examples of social media posts. The weakest part of the assignment was the demographic and psychographic information that described the target audiences, and this content was taught during week 2 of the semester. In Fall 2022, we would like to review the concepts of a target audience analysis when we teach about social media during weeks 5, 6, and 7. To improve the quality of the social media post designs, we will add time in class for the students to use Canva to learn how to create social media posts, then we will create a peer review assignment for the students to get feedback on their 8 social media posts.

Students explored career opportunities in agricultural communication and demonstrated knowledge about these careers through successful completion of the career infographic and expert interview and small group discussion assignments. In Fall 2021, there were 10 students who passed with 7 As, 2 Bs, and 1 C.

ASTE/JCOM 3050: Technical and Professional Communication Principles

ASTE/JCOM 3050 recently underwent a significant restructuring of the course. Although outcome data indicated learning, students expressed concern through IDEA evaluations regarding a required group project and the need to depend on other students in an online course. In response to this feedback, and as a result of discussions with advising faculty members, the course was adapted to a more streamlined, independent format moving forward.

ASTE/JCOM 3090: Graphic Communication in Agriculture

Course outcomes are based on cumulative scores and letter grade distribution from each assignment and quiz. Students are adequately demonstrating understanding of course objectives that align with program objectives. Students are excelling on most assignments and quizzes (B-level or higher), except for the Logo Peer Review and Brochure Rough Draft assignment (C-level). However, it was determined that this was caused by failure of one or two students to submit a project for grading, therefore dragging down the course average. No significant changes will be made to these course assignments in 2022. The Photo Restoration project averaged less than a desired score (B-level or higher), with several students scoring in the C range. This was due to a lack of understanding of project expectations, and the rubric and assignment instructions will be altered in 2022 to be more specific.

ASTE 4250: Occupational Experiences in Agriculture (Internship in Agricultural Communication)

Course outcomes are based on students successfully completing the internship, cumulative scores from course assignments, and evaluations completed by the internship supervisor and student. The internship portfolio assignment can improve by sharing examples of how to write descriptions about each item included in the portfolio, with the expectation that the score on that rubric’s criterion will improve.

The results from the employer and student evaluations of student performance reported on specific employability skills. The employer evaluation had average scores between 4.60 to 5.50, with a score of 5.00 or higher for responsibility, effect on workers, promptness, application, knowledge of work, and initiative. We noticed that accuracy and quantity of work had lower scores that could improve. To improve the accuracy in our students’ work, rubrics for several assignments grade for accuracy of reporting content and the accurate use of grammar, spelling, and punctuation: blog post, news release, social media campaign, PSA radio script & recording, website copy, and cover letter and resume.

The faculty adviser for agricultural communication internships will continue to meet with every student at the end of an internship to conduct a debriefing meeting about their experience and to share feedback about their assignments and evaluations. 100% of students met the requirements for course assignments with an A.

ASTE 4900: Senior Project/Website Design

Course outcomes are based on the scores from these assignments: reflection paper & style tiles, website copy, website design comp, and website. Based on feedback in spring 2019, the instructor created separate rubrics for websites designed in either WordPress or Dreamweaver, which took focus off typing code into Dreamweaver and more focus on using Bootstrap tools in the two software programs. In spring 2022, the students scored higher on the rubric and used knowledge about web design principles, typography, usability, accessibility, color theory, writing content, and selecting examples of their work. Mean scores are above 90% for each of the course assignments.

Data-based Decisions Correlated to Indirect Measures:

Advisory Board Meeting

The agricultural communication faculty meet with the advisory board consisting of 6 individuals who have careers in agricultural communication, specifically with USU Extension, USU CAAS Marketing & Communication, Utah Farm Bureau, Idaho and California Cattlemen’s Association magazines, and the Utah Department of Agriculture and Food. All of the advisory board members emphasized that writing was important, if not the most important, skill needed from graduates in our program. The advisory board encouraged the agricultural communication faculty to continue teaching or offering experiences outside of the classroom where students work on videography, photography, design, and writing skills. This meeting occurred once in 2021 to discuss trends in the profession, internship opportunities for students, and feedback on content topics covered in courses. In 2022, the advisory board will meet twice a year in the summer and winter.

Post-Graduate Survey

We will continue to administer a survey to collect data on where our agricultural communication graduates work, how they are using their degree, and feedback on the degree.

The agricultural communication program sends out one survey at the end of each semester to all the graduating undergraduate students.

Plans After Graduation:

• Secured Employment: 3
• Seeking Employment: 1
• Graduate or Professional School:
• Other: 1

Strengths of the Degree:

• Faculty teach from their own professional experience and not from a text book
• Speakers attend classes and Utah State ACT chapter meetings to share their experience and advice about the agricultural communication industry and jobs
• Hands-on projects and course assignments

Opportunities for Growth:

• Funding to travel to Ag Media Summit or NAFB Convention
• More audio, video and photography equipment (DSLR cameras, tripods, lavalier microphones)
• More journalism course projects about agriculture, food, nutrition.
• Most journalism courses do not connect with agriculture industry or encourage agricultural communication students to work on agriculture-related topics for public relations, social media, public affairs writing, news writing.

Utah State Agricultural Communicators of Tomorrow Student Organization

The Utah State Agricultural Communicators of Tomorrow fosters career and professional development among industry professionals, faculty, and students within the agricultural communication field. The program has an official chapter of the National Agricultural Communicators of Tomorrow (National ACT). Members participate in professional development activities, community service, fundraising and fun activities to network with peers and professionals.

Students have shared with agricultural communication faculty during office hours, during Utah State ACT meetings, and over email that they feel disconnected from their peers. So, the faculty and Utah State ACT officer team met weekly to work on a project. During the Spring 2021 semester, student members researched, wrote and audio recorded the stories about agriculture as they relate to images included in two exhibits at the Utah State University Nora Eccles Harrison Museum of Art: Barns, Cows, Tractors, Horses, Hay & Farmers exhibit and the Three Depression-Era Photographers in Utah exhibit. In the Fall 2021 semester, Dr. Hall and Utah State ACT student members worked with Kate Wheeler of the State Board of Education to design and write 24 paid or organic posts for the Utah Farm to Fork Taskforce’s Facebook and Instagram pages. Nine posts have been published in September and October with the other posts scheduled during 2022. The content shared resources and information about participating in Apple Crunch Day, farm to school activities, gardening, online trainings for farmers and food service directors, purchasing local products, signing up for the monthly newsletter, checking the producer database, and checking the buyer database.

At the 2021 Ag Media Summit in Kansas City, MO, Utah State ACT was awarded two National ACT Chapter of the Year awards for community service and member recruitment and retention.

Undergraduate Research and Creative Projects

One graduate from fall 2021 completed 3 research projects under the supervision of the program advisor. The student is a co-author on an article submitted to the peer-reviewed Journal of Nutrition Education and Behavior .