Iowa State’s Ag 450 Farm: Showcasing Hands-On Farm Operations 

Iowa State University has a remarkable course, Agriculture 450 (Ag 450), Farm Management and Operation (3 credit hours), providing direct experience for undergraduates. The course has two distinct parts:

• First, a weekly class meeting presents lectures, discussions, small group work, business meetings, guest speakers, and individual student reports. 
• Second, Ag 450 uses a working campus farm (Ag 450 Farm) for students to perform farm management and operational skills. On the Ag 450 Farm, labs are held two times per week for four hours each. 

Approximately 32 students enroll each fall semester, and the same number enroll for the spring semester. While Ag 450 is designed as a capstone course for the Iowa State University Agricultural Studies major, students may repeat the course three times as an undergraduate. As a capstone course, the curricula have been organized to address five components: teamwork, problem-solving, critical thinking, communication, and decision-making – all in the context of a fully operational farm. Organizing a course composed of direct experiences such as Ag 450 requires substantial materials, and Ag 450 uses a $150 per student course fee.

Pictured at the Ag 450 Farm are Saifur Rahman, Mikayla Daniels, Liz Joseph, Joseph Donaldson, and Susan Kelly of NC State. Dr. Skylar Rinker of Iowa State was instrumental in the study tour.

Overview of Ag 450 Farm Operations 

The Ag 450 Farm is a 100% self-sustainable farm with 800 acres of corn and soybeans and a 1250-head hog operation (wean to finish). The Ag 450 Farm is four miles south of the Iowa State University campus. How is the farm operated to achieve the course objectives? Students are organized into six committees: (a) buildings and grounds, (b) crops, (c) customs and swine, (d) machinery, (e) finance and marketing, and (f) public relations. The farm and coursework are directed by the Instructor, Dr. Skylar Rinker, and the Farm Manager, Mr. Jacob Parr. The Farm Manager is housed on the Ag 450 Farm providing continuity, oversight, and exceptional student learning environments. While the Ag 450 Farm is a fully operational production farm, students do have options to conduct research trials.

Discussions took place in the Ag 450 Farm’s classroom.

Applications for the Food Animal Practicum

Currently, a transdisciplinary team at NC State is establishing a plan for the Food Animal Practicum reflective of current strengths and gaps in human resources, feasibility, funding, curriculum, and facilities. Our plan of work includes: (a) a comprehensive needs analysis, (b) engagement with experts and industry leaders, and (c) case studies to delineate student learning objectives and curriculum alignment. The AG 450 Farm was one of our case studies that illuminated the following: 

• Both team-based learning and experiential learning are valuable, and the committee organization optimizes both student learning and daily farm operations.
• A working farm is essential to provide hands-on experience. Both the farm manager and instructor play essential roles in the success of this practical, capstone course. 
• Capstone and practicum courses need a balance of freedom and direction. In other words, students need the freedom to make farm decisions that may not always be right, and they need the support to get the farm on the right path! 

The Ag 450 Farm is fully equipped to provide a student-led farming operation.

Why It Matters

A survey of more than 2,000 agricultural and allied sciences employers found that internships and practicums were one of the top college activities they seek in new hires (Crawford & Fink, 2020). In fact, in a randomized field experiment using more than 1,200 resumes for actual job postings, researchers found that applicants with previous internships averaged a 12.6% higher probability of being invited for job interviews (Baert et al., 2021). Additionally, employers perceive food and agricultural sciences graduates as needing greater skills in career management, dealing constructively with conflict, accepting supervision and applying critique, listening, and communicating accurately and concisely (Crawford & Fink, 2020). Practicums support students’ communication skills and their capabilities to understand career pathways, gather information, and make career decisions (Donaldson & Jayaratne, 2022; Jackson & Wilton, 2015).

Acknowledgements

The NC State team conducting this case study were Liz Joseph, Susan Kelly, Saifur Rahman, Mikayla Daniels, and Joseph Donaldson. Our Iowa State University hosts are acknowledged for their hospitality and assistance that made this case study possible:    

• Dr. Skylar Rinker, Assistant Teaching Professor, James and Clare Frevert Ag 450 Professorship
• Mr. Jacob Parr, Manager, Agriculture 450 Farm Operator
• Dr. Michael Rettalick, Professor and Associate Dean, Personnel and Finance 

Learn More 

• Iowa State University Ag 450 Farm: https://www.ag450farm.iastate.edu/
• Iowa State University Agricultural Studies Degree, Production and Management Option: https://www.ageds.iastate.edu/files/inline-files/25-26%20Curriculum%20Ag%20St%20PM_0.pdf
• Iowa State University Agricultural Education and Studies: https://www.ageds.iastate.edu/
• Iowa State University: https://www.iastate.edu/

References

Baert, S., Neyt, B., Siedler, T., Tobback, I., & Verhaest, D. (2021). Student internships and employment opportunities after graduation: A field experiment. Economics of Education Review, 83 (102141). https://doi.org/10.1016/j.econedurev.2021.102141

Crawford, P. & Fink, W. (2020). From Academia to the Workforce: Executive Summary.

Washington, DC: APLU.

Donaldson, J. L. & Jayaratne, K. S. U. (2022). Extension internships build competencies for career readiness and interest in extension careers: Implications for international extension education. [Poster presentation]. Association for International Agricultural and Extension Education Conference. Thessaloniki, Greece.

Jackson, D., & Wilton, N. (2016). Developing career management competencies among undergraduates and the role of work-integrated learning. Teaching in Higher Education, 21(3), 266-286. https://doi.org/10.1080/13562517.2015.1136281