Agricultural Experiences and Factors of Undergraduates Who Enroll in a College of Agriculture
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Industry partners and College of Agriculture, Food and Environmental Sciences (CAFES) faculty have observed students entering the college possessed fewer agriculture experiences and skills than their predecessors. They have also lamented the increasing pressure to develop industry-ready students, when the gaps are ever wider between their experience and skills entering college and what are required upon graduation. During the 2011 spring quarter, all CAFES students (N = 3,366) were sent an electronic survey that resulted in 911 responses (27% response rate). Three quarters of the students were female and one third were seniors. Prior to enrolling at the university, 34% had the opportunity to enroll in secondary agriculture courses but only 25% actually did enroll. Of those who enrolled in secondary agriculture courses, 15% enrolled all four years of high school. Only 28% were raised in a rural setting, with 12% on a farm and 12% on a ranch. When asked to identify what or who influenced their decisions to enroll in a CAFES major, the leading factor was parent(s), followed by a campus visit. Despite CAFES' large enrollment, former FFA and 4-H members are a minority, even with the work these organizations do to prime students for careers in agriculture. Recommendations to increase enrollment of students with agricultural experiences and skills include: encouraging students to attend campus events early in their secondary careers to capture interest and foster relationships, charging university faculty to attend local meetings and visit programs on their travels and crediting experiences and skills gained through organizations such as FFA and 4-H on admission metrics to ensure students entering CAFES have valuable experiences and skills to build upon.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it