Abstract: This article applies the Ignatian pedagogical paradigm (IPP) to developing a day-long event focused on Black, Indigenous, and People of Color (BIPOC) farm ownership in a college of agriculture at a mid-south university. The event utilized IPP’s five elements—context, experience, reflection, action, and evaluation—to engage students with conversations surrounding the systemic barriers adversely affecting BIPOC producers. The event included a screening of “Gaining Ground,” which provided historical and contemporary insights into the challenges of BIPOC landownership, setting a foundational context and offering a direct experiential learning opportunity. The screening was followed by a panel discussion involving experts in agriculture, social justice, and policy, which deepened the reflective component of the pedagogical framework. The action and evaluation phases were highlighted through networking opportunities with leaders in the field and feedback collection to assess changes in participant perceptions and intentions to act on their knowledge. This case study demonstrates the IPP’s effectiveness in delivering educational content and inspiring actionable insights and personal growth for students in agricultural colleges. It underscores the paradigm’s value in academic settings for addressing complex social issues and offers a model for educators who seek to enhance student engagement and societal impact through structured pedagogical approaches."

Abstract: Scholars and educators in agricultural economics face changing paradigms moving toward system-wide studies. Complex issues often involve quantitative and qualitative approaches, and it is difficult to access or acquire user-friendly tools that integrate both approaches. Agent-based modeling (ABM) offers a unique supplement to more conventional system-wide modeling frameworks, such as supply chain models, circular economy models, or coupled human and natural system models. The purpose of this paper is to show educators and graduate students about how agent-based models can be used in a graduate program curriculum. The paper shares some insight about the concept and sample applications of ABM, a popular analytic tool to study system-behavior-decision consequences through the interactions of entities. We use an example of simulating a buyer-grower market interaction for poultry products to demonstrate step-by-step strategies of using the NetLogo program to create an agent-based model. The benefits of using agent-based models include flexibilities of generating micro-level assumptions to approximate macro-level activities and outcomes, and the comprehensive integration between quantitative and qualitative analyses. The challenges are at the beginning phase to comprehend the scope and scale of analysis, define proper agents and behavioral characteristics, and generate meaningful interactions among agents in a logical manner."

Abstract: Across North America, applied economists conduct annual surveys to assess local farmland prices and farmland rental rates. In this paper, we discuss the “Ontario Farmland Value and Rental Value Survey” and explain how the survey results support university outreach and teaching efforts. Similar to other surveys, the Ontario survey provides benchmark rental rates and farmland values at the county level that are beneficial for outreach purposes. In addition, the survey illuminates key economic relationships, such as the relationship between farmland values and urban development pressure. In teaching settings, the survey results allow students to assess and debate the merits of the classic capitalization formula using information regarding familiar regions. "

Abstract: Applied Agricultural Economics and Agribusiness programs aim to equip graduates with decision-making and problem-solving skills for a globally competitive and dynamic business environment. Ensuring student success requires instructors to explore innovative curriculum formats that augment the learning of theoretical concepts, while promoting students’ preparedness for future careers. In this commentary, we highlight three categories of innovative curriculum ideas and present evidence from corresponding student feedback and instructor experiences. We begin with examples of distinctively designed single-hour credit offerings that intend to enhance student learning of the subject matter and business applications while offering professional development opportunities. We further describe programs and courses constructed to enhance global awareness and exposure for students, citing experiences from study abroad programs and from courses employing the Collaborative Online International Learning (COIL) model. The third category uniquely identifies courses with opportunities for incorporating industry sponsorship in classroom projects, and ideas to shift graduate thesis projects toward writing industry-focused case studies."

Abstract: Equilibrium Displacement Models: Theory, Applications, and Policy Analysis by Gary W. Brester, Joseph A. Atwood, and Michael A. Boland provides a resource that serves practitioners and students alike. The discussion of EDMs is scholarly, rigorous, and clear throughout the book and it will be a useful resource for all scholars who are interested in analyzing policy impacts. The book is engaging and effective from a pedagogical point of view and provides clarity of explanation and breadth of policy examples. The review is conducted by a group of applied economists with specialization in EDMs, reflecting many different uses and perspectives. "

Abstract: In this commentary, I reflect on employing reflection exercises to improve student learning and teaching effectiveness. The theory of reflective learning and the importance of engaging in reflection after active and experiential learning are discussed. I present on overview of the reflection exercises that I employ, which are based on the Respond, Summarize, Vocabulary, Pose a New Question (RSVP) method and Gibbs’ reflective cycle. Reflection assignments allow students to document their learning experience while also providing feedback used to make improvements to the course in real time. The summaries and questions posed by students assist with the identification of topics and concepts that need to be reviewed and remediated. Employing these exercises have increased students’ class attendance, engagement, immediacy, and average course grades as well as my rapport with students and scores on my formal end-of-term course evaluations. Students’ suggestions have led to the deletion of old assignments, creation of new assignments and reorganization of the course material, improving course effectiveness. Students indicate benefiting from engaging in the reflection exercises by feeling more connected to the course material. Students also demonstrate a deeper understanding of the course material."

Abstract: The use of generative artificial intelligence (AI), which includes tools such as ChatGPT, Bing, and Bard, allows users to find information for specific questions with just a few keystrokes. While this technology is not a replacement for traditional research methods, it can help undergraduate agriculture students be efficient in their time management skills as they move through the various stages associated with writing papers. The question remains whether students increase their retention of knowledge from use of generative AI in conjunction with traditional course lectures. Participants in this research were provided with a video describing generative AI and then completed a course assignment using this technology. Using a pre- and post-evaluation, agriculture students self-assessed how use of generative AI aided retention of knowledge. Questions on the evaluation addressed whether students view generative AI as ethical to use for course assignments and in a professional business environment, if it will aid their future career plans, and if they are more likely to use generative AI due to the assignment. Use of generative AI in conjunction with a course assignment can aid in improved understanding of the benefits and drawbacks associated with this technology. Our analysis provides information on students’ prior use of this technology and how it can benefit their retention of knowledge. Results indicate the extent to which students believe use of AI is ethical in business or professional settings, and previously earned dual enrollment credit indicates their retention of knowledge and change in beliefs toward its usefulness in future careers. Students were largely neutral on AI, aiding retention of knowledge more than a traditional lecture or their normal study methods."

Abstract: The rapid expansion of artificial intelligence (AI) tools is a scary prospect for many of us in college teaching roles. But these tools are here to stay. After my own initial resistance to AI tools in the classroom, I decided to engage each of my classes in conversation about them. In this commentary, I describe my experience with engaging my undergraduate classes in open dialogue about the use of AI and developing a collective agreement about how AI tools can be used in the classroom. While some faculty may not be ready to use AI tools themselves for assignments and classroom activities, facilitating conversations with students about these tools is an easy and low-cost way to explore the use of AI tools in the classroom and develop reasonable, fair, and clear policies for classroom use. Working collaboratively with our students to determine the best use of AI, as these tools evolve, is vital to ensuring these tools enhance rather than detract from students’ educational experience, as well as contribute to a culture of trust and respect that students value."