Master of Science / Curriculum and Instruction Programs / Shannon Washburn / Each year higher education institutions seek to recruit and attract high school graduates to their institutions. Millions of high school seniors each year are in the midst of the college choice process, attempting to determine which institution is “right” for them. This study explored college choice factors important to high school seniors in the search phase of the college choice process. To carry out this study purposeful sampling was used to select 11 high school seniors participating in individually scheduled campus visits. An interview process was used to investigate what college choice factors were important to them when choosing a university/college. Student responses were ultimately categorized into six areas: interest in a specific major/program area, reputation, ideal distance from home, family interaction with institution, factors related to paying for college, and campus environment.

Master of Science / Communications and Agricultural Education / Shannon G. Washburn / This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.

Starch and microbial exo-polysaccharides produced by prokaryotes (i.e. Eubacteria and Archaebacteria) and eukaryotes (i.e. phytoplankton, fungi, and algae) are recognized as a permanent source of biopolymers for the packaging industry. However, the unsuitable mechanical properties for thermoplastic applications and/or high cost of production have restricted their generalized use. Fungal isolates of the genus Ophiostoma are able to produce exo-polysaccharides or protein-like compounds in a medium containing starch as the substrate. Various analytical techniques were used as an approach to investigate the interaction between starch and the fungal extracellular metabolites and the effect of the molecular-structural modifications on the functional properties of the materials. Native starches were used as control in all experiments. Analyses performed by dynamic mechanical thermal analysis (DMTA), which provides information related to the viscoelastic properties, showed that the storage modulus (E') increased substantially after the modification of the starch showing a process of chain stiffness. The determination of the glass transition temperature (Tg) by tan  and loss modulus (E'') peaks showed various thermal transitions indicating a complex molecular aggregation due to the potential presence of dissimilar amorphous polymers. Experiments performed in DSC confirmed the presence of the various thermal transitions associated to the Tg of these materials. The first derivative of mass loss with respect to temperature during the thermogravimetric (TG) analysis was slightly lower compared with native starches (at ~630 and 650°C). However, modified starches can withstand high temperatures showing residues up to 20% at 1000°C. Studies on the characterization of the flow properties of the polymers by capillary rheology showed in both samples a shear thinning behavior. The double logarithmic plot of the shear rate vs. shear viscosity produced a straight line and in consequence a power law equation was used to describe the rheological behavior ( = K'n). The results showed that in order to achieve the same shear rate (') in both samples (modified and native starches) it is necessary to apply a higher shear stress () in the fungal treated materials. As a result, the consistency power law index (n) decreased and the consistency value increased (K). The practical consequence is that the melting point of these polysaccharides shifted to higher temperatures. By using various analytical techniques (including chromatography, spectroscopy, spectrometry) it was found that these phenomena may be due to the interaction of starch with protein-like or exo-polysaccharides or both which may influence the viscosity, bind adjacent molecules (i.e. network-like) and restrict the molecular motion. Evidences of the presence of pendant groups attached to high molecular weight compounds were also found. This information will give guidance to further structural studies and it is intended to pave the way for a variety of industrial applications.

Starch and microbial exo-polysaccharides produced by prokaryotes (i.e. Eubacteria and Archaebacteria) and eukaryotes (i.e. phytoplankton, fungi, and algae) are recognized as a permanent source of biopolymers for the packaging industry. However, the unsuitable mechanical properties for thermoplastic applications and/or high cost of production have restricted their generalized use. Fungal isolates of the genus Ophiostoma are able to produce exo-polysaccharides or protein-like compounds in a medium containing starch as the substrate. Various analytical techniques were used as an approach to investigate the interaction between starch and the fungal extracellular metabolites and the effect of the molecular-structural modifications on the functional properties of the materials. Native starches were used as control in all experiments. Analyses performed by dynamic mechanical thermal analysis (DMTA), which provides information related to the viscoelastic properties, showed that the storage modulus (E') increased substantially after the modification of the starch showing a process of chain stiffness. The determination of the glass transition temperature (Tg) by tan  and loss modulus (E'') peaks showed various thermal transitions indicating a complex molecular aggregation due to the potential presence of dissimilar amorphous polymers. Experiments performed in DSC confirmed the presence of the various thermal transitions associated to the Tg of these materials. The first derivative of mass loss with respect to temperature during the thermogravimetric (TG) analysis was slightly lower compared with native starches (at ~630 and 650°C). However, modified starches can withstand high temperatures showing residues up to 20% at 1000°C. Studies on the characterization of the flow properties of the polymers by capillary rheology showed in both samples a shear thinning behavior. The double logarithmic plot of the shear rate vs. shear viscosity produced a straight line and in consequence a power law equation was used to describe the rheological behavior ( = K'n). The results showed that in order to achieve the same shear rate (') in both samples (modified and native starches) it is necessary to apply a higher shear stress () in the fungal treated materials. As a result, the consistency power law index (n) decreased and the consistency value increased (K). The practical consequence is that the melting point of these polysaccharides shifted to higher temperatures. By using various analytical techniques (including chromatography, spectroscopy, spectrometry) it was found that these phenomena may be due to the interaction of starch with protein-like or exo-polysaccharides or both which may influence the viscosity, bind adjacent molecules (i.e. network-like) and restrict the molecular motion. Evidences of the presence of pendant groups attached to high molecular weight compounds were also found. This information will give guidance to further structural studies and it is intended to pave the way for a variety of industrial applications.

Master of Science / Department of Agricultural Economics / Michael A. Boland / The 2002 Farm Bill Rural Development Title created new programs to encourage the development of businesses designed to convert commodities to value-added products. This thesis identifies determinants of business development success for Value-Added Producer Grant (VAPG) recipients. Success is categorized in nine different stages of development:(1) creation of an idea, (2) formation of the idea into a written plan as a feasibility study, business plan, or marketing plan, (3) formation of an organizational structure for the idea, (4) the hiring of a manager or employees for the idea, (5) raise capital for the idea through equity drives, (7) creation of the idea into a product in a facility, (8) distribute and sell the product, (9) and whether the product was being sold in March of 2006. The data involves information on 621 grant recipients. Two econometric models are used to evaluate the data. The number of USDA Rural Business and Cooperative Employees, the value-added producer grant amount divided by the number of producers in the organization, the 2006 organizational sales divided by the number of producers in the respective organization, and the total production of the organization divided by the national production of the respective crop were significant variables. These four size variables had a negative impact on an organization being in steps one though eight, but a positive impact on being in step nine, which was the successful stage of business development. (such as dairy, flowers, fruit, nuts, specialty meats, wheat, and wine were positively associated with successful VAPG grant recipients. Illinois, Kansas, Minnesota, Missouri, and Wisconsin had significantly greater odds of success in business development also.

Master of Agribusiness / Department of Agricultural Economics / Andrew P. Barkley / For more than 10 years Agriculture Future of America (AFA) has been helping college students from around the country prepare for careers in the food and agriculture industry. Over time the organization has received a lot of positive feedback from both participating students and employers. The feedback has led the organization to believe there is an “AFA Advantage,” where participants have an advantage over their peers when entering the workforce due to their AFA involvement. The purpose of the thesis was to determine if there is an “AFA Advantage,” by measuring former participants’ workplace skill sets, as determined by agribusiness employers in a previous study. To accomplish this purpose, two sub-objectives were evaluated, measuring the skill competencies of former AFA participants participating in a (1) self assessment and (2) comparison with peers, who were not involved in AFA. The analysis is based on survey results from former AFA participants. The conceptual model established examined if there was a relationship between AFA, college and the skills desired by agribusiness employers. The skills measured include interpersonal communication skills, critical thinking skills, knowledge of general business practices, quantitative analysis skills, cultural/gender awareness, and oral presentation skills. Through this research, it was determined that there is an “AFA Advantage.” Data shows evidence that former participants do attribute AFA to helping them develop skills for the workplace. In fact, as the years of AFA participation increased, individuals tended to agree more that AFA contributed to their workplace skill competencies.

Doctor of Philosophy / Department of Curriculum and Instruction / Steven Harbstriet / Colleges of agriculture across the country are challenged to produce more graduates in order to meet the increase in employment opportunities in the areas of agriculture, food, and renewable natural resources. To attract students from areas with the most growth, urban communities, this study identified factors such as exposures to agriculture, college factors, and career aspirations that influenced urban students to major in agriculture and enroll in the College of Agriculture at Kansas State University (KSU). The accessible sample consisted of 125 students currently majoring in the College of Agriculture (agriculture students) and 18 students no longer majoring in the College of Agriculture (non-agriculture students) who completed the online questionnaire. Students from both groups were predominately female, non-minority students from the state of Kansas who entered KSU as incoming freshmen. The majors most represented were animal sciences and industry, pre-veterinary medicine, and food science and industry. The mean ACT score for agriculture students was 26.23 and 24.81 for non-agriculture students. For both groups of students, having a relative who worked in a field related to agriculture (grandparents, parent/guardian, aunt and uncle) was influential when they chose their academic major. A higher percentage of agriculture students had a relative who worked in a field related to agriculture or in production agriculture, compared to non-agriculture students. Career opportunities for graduates, hands-on-learning opportunities, friendly atmosphere in the College of Agriculture, visit to campus, quality and reputation of college faculty, availability of academic programs, and affordability of KSU were college factors most influential among the sample of students. Least influential factors were interaction with alumni, agriculture related camps and competitive events on campus, and ability to take online courses. Agriculture students were more influenced by career aspirations specific to career interests, such as working with people and animals, being able to use their creativity, or work with their hands. Non-agriculture students were influenced by broader career aspirations, such as having a job they enjoyed or being able to advance in their career.

Community food security (CFS) is a new, community-based, collaborative approach to achieving food security. CFS seeks to merge social justice and environmental sustainability goals in the pursuit of food-secure communities. The Good Food Market (GFM) is a new CFS initiative wherein a subsidized community food market operates in a food desert. Through a qualitative case study approach, I examine and evaluate the programmatic design of The Stop’s Good Food Market, and explore its contribution to community food security. The research is framed within a larger study of food security. Research findings are based on semi-structured and structured interviews with GFM coordinators and customers, as well as participant observation and literature reviews.

Community food security (CFS) is a new, community-based, collaborative approach to achieving food security. CFS seeks to merge social justice and environmental sustainability goals in the pursuit of food-secure communities. The Good Food Market (GFM) is a new CFS initiative wherein a subsidized community food market operates in a food desert. Through a qualitative case study approach, I examine and evaluate the programmatic design of The Stop’s Good Food Market, and explore its contribution to community food security. The research is framed within a larger study of food security. Research findings are based on semi-structured and structured interviews with GFM coordinators and customers, as well as participant observation and literature reviews.

Doctor of Philosophy / Curriculum and Instruction / Lotta C. Larson / The transition to college offers students the chance to explore, experiment with, and eventually begin to solidify their identities (Boyd, Hunt, Kandell, & Lucas, 2003), but for students from agricultural backgrounds, leaving home to head to a more urban area for college constitutes a threat to identity (Breakwell, 1986; Cicognani, Menezes, & Nata, 2011; Proshanksy, 1978). Although education research concerning rural students is plentiful (e.g., Antos, 1999; Donehower, Hogg, & Schell, 2012; Durham & Smith, 2006; Lester, 2012), research specific to agrarian students is sparse (e.g., Dees, 2006). The purpose of this qualitative instrumental case study was to explore and describe the experiences of students from agricultural backgrounds as they transitioned to college and how the transition impacted self-perceived identity. In particular, this study inquired into the difficulties and successes faced by study participants, as well as strategies used for coping with the transition from their agrarian homes to their more urban university setting. Four male and four female participants attended a university situated in the Midwest and majored in agricultural education. These university participants were invited to complete two qualitative interviews, submit photographs they felt represented their home and school lives, invite the researcher to observe any facet of their university experience, and submit the most meaningful assignment completed in college. Additionally, three male and two female high school students anticipating the transition to college were interviewed about their perceptions of the upcoming transition. Analysis of research data revealed that participant identities were impacted by the transition to college, their agrarian backgrounds, and their university experiences. Twenty-three distinct codes emerged from the data and were further categorized into six patterns: merging worlds, differences and tensions, “it’s in my blood,” continuing educational legacy/impact, finding self-identity, and can I go home? This study’s results highlighted, first and foremost, the need for universities to keep statistics on rural student enrollment. Additionally, this study emphasized the need for teachers, advisors, and counselors to be mindful of students’ backgrounds and future plans. Finally, this study demonstrated the importance of exposure to more urban areas and educational opportunities for easing the transition to college in students from agricultural backgrounds.