Darr School of Agriculture Assessment Results for 2014-2015
1) College/School: School of Agriculture
2) Review your student learning outcomes (SLOs). Please update as needed. The outcomes can be found
at http://ag.missouristate.edu/
3) Indicate where your SLOs are published:
X College/School/Major Division website. Provide URL: http://ag.missouristate.edu/ by major
☐ Student handbook. Provide URL, if available online:
☐ Information sheet, flyer, or brochure. Provide URL, if available online:
☐ MSU undergraduate course catalog. Provide page number(s):
☐ MSU graduate course catalog. Provide page number(s):
X Course syllabi. Provide URL, if available online:
☐ Office of Assessment website http://www.missouristate.edu/assessment/plans.htm
☐ Other:
4) For your college/school, the approximate percent of departments that have SLOs explicitly stated on a
website or other publicly available document is as follows:
100%
5) Did your college/school engage in any college assessment activities between July 1, 2014 and June 30,
2015? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence,
interpreting evidence, using results, revising and assessment plan, setting assessment goals, sharing
assessment results, creating surveys or tests, etc.)?
Yes
No
6) Approximately what percent of departments/programs in your college/school/major division engaged
in assessment activities between July 1, 2014 and June 30, 2015?
100%
Please select a department or program from your college/school/major division to answer the
following questions:
7) For the period of June 1, 2009-June 30, 2015, describe 3-5 examples from a department or program in
which evidence of student learning was used to make changes and/or improve.
The goal of this section is to highlight assessment of student learning. The highlighted program or
department should be different than the one you focused on last year. The story will be highlighted on
the Assessment in Action stories on the Office of Assessment web page.
• Describe one department’s use of student evidence and how they used the evidence to make
changes to a course, program, or experience. “Using the results” can range from A) changes to the
presentation of the material in a course to a faculty meeting or, B) discussion about changes to
minor and major curriculum changes.
• Explain the process of assessment of student learning, evidence that was collected and used, and the
changes made.
The cultural awareness score of the public affairs scale was the lowest score in 2012 and 2013.
Because of this concern, we are highlighting the development of opportunities to increase cultural
competence across the School of Agriculture rather than selecting a specific department within the
school.
The full public affairs scale (40 questions) was given to entering freshman students in GEP 101,
transfer student in the transfer orientation class and the graduating seniors in senior seminar. Mean scores
from Fall 2012 through Fall 2015 are shown below.
During the Fall 2014 faculty from the School of Agriculture discussed in depth the public affairs scale
results and the indications that our incoming students, both freshmen and transfer, appeared to have a
better understanding of both ethical leadership and community engagement than cultural awareness (see
figure 1, 2, and 3 below). A variety of explanations for this were discussed including 1) many of our
students are from rural areas with limited opportunities for cultural experience, and 2) the structure of the
scale, including two questions directly related to travel which are considered by many of the students as
too expensive to pursue. Despite the fact that the lower score was relatively easy to explain, the faculty
and director decided to increase the emphasis on providing students opportunities to experience diverse
populations and cultures.
4.50
4.00
4.12
4.27
4.25
4.04
3.43
3.15
3.50
4.09
3.48
4.41
4.25 4.13
3.25
3.00
2.50
2.00
1.50
1.00
0.50
0.00
FA12-FR
FA13-FR
Community Engagement
FA 14-FR
Cultural Competence
FA 15-FR
Ethical Leadership
Figure 1. Entering Freshman Student Responses to the Public Affairs Scale
5.00
3.80
3.97
4.35
4.13
3.38
4.00
4.15
3.63
3.09 3.25
3.00
2.00
1.00
0.00
Community
Engagement
Cultural Competence
FA 13-TR
FA 14-TR
Ethical Leadership
FA 15-TR
Figure 2. Mean Transfer Student Responses to the Public Affairs Scale 2013-2014
5.00
4.00
3.00
4.35
4.10
3.26
4.25
3.84
3.15
4.30
3.86
3.18
2.00
1.00
0.00
Freshmen (362)
Community Engagement
Transfer (147)
Cultural Competence
Seniors (171)
Ethical Leadership
Figure 3. Mean Freshmen, Transfer and Senior Student Responses to the Public
Affairs Scale
Response: Provide Increased Emphasis on Cultural Awareness Opportunities

The School introduced a Study Abroad panel of agriculture students that had participated in
study away opportunities to the Agriculture GEP course. The second year we also included a
presentation by students visiting from Taiwan as well as including an international student
from Tunisia on the panel. Comments in reflection papers in response to the panels indicated
an increased interest in pursuing study away activities.

The School increased emphasis on travel abroad opportunities as well as development of
educational exchange opportunities for students. Opportunities and participation in study
away activities from 2012-2015 are shown in the table below. Some opportunities were part of
an exchange with another country (*) and others were primarily educational opportunities.
The Haiti opportunity was also a service program. Students and faculty provided instruction to
the communities they visited in Haiti on various agricultural topics.
2010-2013
Location
Faculty Students
Brazil
China
2
3
Ghana
1
Haiti
Italy
Nicaraugua
1
6
Sri Lanka
1
4
Taiwan
1
3*
*indicates exchange program
**indicates a service program
2013-2014
Faculty Students
2
12*
1
6
2
1
2014-2015
Faculty
Students
2
8*
1
7
2
4**
1 Internship
3

Comments expressed in the senior exit survey expressed that cost was a major deterrent to
participation is study away activities. The department committed $7,500 in last year and has
committed an additional $5,000 this year to provide more students this opportunity.

In addition to our students traveling to other countries, students from Taiwan, Brazil, and China
have visited and participated in a variety of educational opportunities.
Dr. Gary Webb and William Boyer
discuss nutritional management
of the performance horse with
both Brazilian and Missouri State
Students at Pinegar Arena.
Instructors Samantha
Warner and Mike Klem
enjoy the sights of Brazil as
well as working with
Brazilian students to better
understand the agriculture
industry in Brazil.

Closer to home, four students participated as counselors for the George Washington Carver
Agriculture Institute each of the last two years. They worked hand-in-hand with inner city
and other high school students to help them understand agriculture and its impact on all of us.

The Ag Ambassadors class has helped prepare and present materials about the Darr School of
Agriculture to students in both rural and metropolitan high schools in Missouri. Working
directly with students from diverse backgrounds helps our students refine their leadership and
service skills as well as increase their exposure to individuals from a variety of backgrounds
and cultures.

In the Agriculture Industry Study course, participating students were asked to rate each of the
statements below on a five point Likert scale from strongly disagree to strongly agree to determine
their perceptions of how the components of the public affairs mission are applied in
agribusinesses.
Pre
Post
Mean
Std.
difference
Deviation
Mean
Std.
Deviation
Mean
Missouri agribusiness
companies engage in
community services
3.66
.653
4.63
.660
0.969
Community engagement by
agricultural business is
necessary for profitability
4.19
.535
4.41
.756
0.219
Agricultural businesses in
Missouri promote cultural
diversity
3.91
.734
4.16
.767
0.250
Missouri agricultural business
invest in training workforce on
cultural sensitivities
3.69
.693
4.44
.759
0.750
Pre
Missouri agricultural business
put societal interests over their
interest while making business
decisions
Missouri agricultural
businesses are likely to hold
themselves accountable in
case of adverse business
situations
Post
Mean
Std.
Deviation
3.41
.756
3.84
.677
Mean
Std.
Deviation
Mean
difference
0.750
4.72
.523
0.875
The means for each of the six questions increased from the pre-test to the post-test. Responses indicate
that students have a better understanding of the importance of cultural awareness, community
engagement, and ethical leadership in the agriculture business workplace following their participation in
the industry study course.
8) State evidence used to indicate how well students achieved those goals: a. Direct measure(s): (could
include a sample of student work analyzed by faculty to find strengths and weaknesses, faculty
observations based on student work, or certificate or licensure exam, test results, etc.)
Student Work-The university exit exam includes student work that was and will continue to be
evaluated. An assessment grant application will be completed to request stipends for faculty
from each unit to review last year’s and next year’s work and report to faculty in the fall.
Public Affairs Scale will continue to be completed in GEP 101 and transfer orientation.
Because the scale is now included in the University exit exam, results will be requested and
comparisons made to previous years will be used to assess the effectiveness of program changes
implemented.
b. Indirect measure(s): (student surveys, focus groups, exit interviews, alumni surveys and
feedback, employer surveys, course evaluations, NSSE, University Exit Exam, etc.)
The Senior Exit Survey will continue to be administered in Senior Seminar. Results will be
compiled. Results will continue to be discussed annually to identify strengths, weaknesses,
opportunities and threats.
Feedback from students, alumni and employers will provide additional information to assist in
program revisions and development.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
☐ Course instructor(s)
☒ Faculty committee
☐ Ad hoc faculty group
☐ Department chairperson
X Persons or organization outside the university – a program review was completed Fall 2015.
☐ Faculty advisor
☐ Staff advisor (e.g., from student support services)
☐ Students (graduate or undergraduate)
☒ Dean/Director
☐ Other:
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
X Used a rubric or scoring guide—rubric developed for QIP in Public Affairs
X Scored exams/tests/quizzes
☒ Used professional judgment (no rubric or scoring guide used)—faculty discussions
☒ Compiled survey results
☒ Used qualitative methods on interview, focus group, open-ended response data
☐ External organization/person analyzed data (e.g., external organization administered and scored
the nursing licensing exam)
☐ Other:
11) Beyond the results, state additional conclusions or discoveries. This can include insights about
assessment procedures, teaching and learning, program aspects, etc.

During discussions in faculty and unit meetings a concern for the inability of students to
perform basic agriculture calculations was voiced. As a response a new instructor has worked
with faculty members in each unit to identify problem areas. Faculty members provided
example questions and an evaluation instrument was developed. Students in the Agriculture
GEP sections, transfer orientation class, several lower and upper level animal and plant
science courses. Results will be evaluated and a plan for supplemental instruction and/or
additional support for students scoring poorly (60 percent or below) will be developed. Partial
results are show in figures below.
Percent Correct
>80%
70%-80%
60%-70%
50%-60%
50% <
Animal Science Labs
31
22
11
12
0
GEP
24
14
14
16
7
AGN 335
31
8
6
3
4
Total
86
44
31
31
11

Exit Survey Results indicate a continued interest in for more hands-on learning opportunities.
In response an additional instructor has been hired to facilitate animal science labs and
increase the emphasis on hands on activities. The two additional animal science, two
additional plant science, a new instructor in the agriculture communications, a faculty member
in forestry and an additional faculty member in agriculture business will provide the school
the manpower and flexibility to develop critical course offerings and hands-on activities.
Graduate Students have been increasingly utilized in the laboratory setting to enhance handson learning activities. The most current are listed below. Students working in many of these
lab settings are also being provided an opportunity to develop their cultural awareness.
Supervisor
Chin-Feng Wang
Wenping Qui
Melissa Remley
Gary Webb
Mike Klem

Courses
AGN 495/730
Graduate Students
Surya Sapkota
Xu Chen
Pragya Adhikara
Mia Mann
Brigette Williams
Logan Duncan
AGP 496
Ru Dai
Michael Kovens
Sylvia Peterson
AGN 104
Cheyenne Arthur
Dakota Arthur
AGN 215 & 216
Cheyenne Arthur
Dakota Arthur
AGN 405
Cheyenne Arthur
AGS 162, 161, 191 Daniel Potter
Will Boyer
AGS 162, 161, 191, Cassie O’Hara
163, 263, 164, 264
AGS 452
Cheyenne Arthur
Dakota Arthur
Semester
Fall 2012, 2013
Fall 2013
Fall 2013
Fall 2014, Fall 2015
Fall 2015
Fall 2015
Fall 2014 and F2015
Fall 2014
Fall 2015
F & SP 2014, SP 2015
F & SP 2014, SP 2015
SP 14, FA 14, FA 15,
SP 15
SP 15
FA13, SP 14, FA 14,
SP 15
FA 14, SP 15, SU 15
SP 14, SP 15
SP 14, SP 15
Exit Survey Results indicated a need for a Career Fair opportunity exclusively for agriculture
students.
Fall 2014 the Darr School of Agriculture Career Fair was initiated. Six businesses
participated in a two day event which provided the opportunity for the business
representatives to meet with students in the classroom setting, with faculty and club presidents
at an informal dinner setting and in the actual career fair setting. This year the fair has grown
to 18 businesses and an interview day will be added the day after the fair for businesses
interested in hiring for positions or internships at that time.
The exit survey will continue to be one measure of student interest in curricular and service
enhancements.

Pre-post testing is being reconsidered at the measurement for student learning. The point of
consideration is whether this type of testing is the most effective measure of student learning
because it measures retention of information immediately after it was presented. The pre-post
testing results available are shown in the table below.
Class
AGS 399
AGS 461
AGP 103
Pre-test
Score
4.6
Pre-test
Percent
13
41
41
Pre-test
Range
4-32%
28-74
Post-test
score
22.6
Post-test
Percent
65
74
66
Post-test
Range
39-77%
55-82%
Faculty members in both plant and animal sciences are developing questions for an exit test
that students will be asked to complete on-line prior to graduation. The objective is to better
determine the overall retention of information at the time of program completion addressed in
the student learning outcomes of the programs and Darr School of Agriculture.