Facilitating Exposure and Understanding of Extension Resources to Undergraduate Students

Today’s undergraduate students are the Extension stakeholders of the future. Too often graduates enter the workforce with little awareness and understanding of the trifold mission of land-grant universities, or how it can and should impact their lives both professionally and personally. While undergraduate students are regularly exposed to teaching and research activities associated with the land-grant mission, they often lack significant outreach exposure. Thus, undergraduates may not fully understand the role, value, and benefits of Extension programs.

In order to increase awareness of Kansas State University’s (KSU) Research and Extension programs, students in the Fall 2015 Landscape Plants Identification course, were provided an opportunity to visit the KSU Olathe Horticulture Research and Extension Center (OHREC). Students (n=15) voluntarily participated and spent the day interacting with and learning from K-State Research and Extension faculty and staff, and an industry expert. Field trip activities focused on the Prairie Star Flowers plant trial program as well as other Extension Research activities at the OHREC, including fruit and vegetable research and an Extension Master Gardener display garden. Students conducted their “annual flower” laboratory exercise amid the flower trials and while touring the facility.

After touring the OHREC, students completed a retrospective survey to assess the impact of their experience and understanding of Extension. Survey results indicate an increased familiarity with Extension resources. For example, when asked to provide the definition of a land-grant institution, 9% percent of the students (n=11) answered the question correctly and an additional 45% partially answered the question correctly. Students were also asked to identify the three mission areas of a land-grant institution. Of the 10 students who provided a response to the question, 60% responded correctly and another 20% were partially correct. When prompted to rate how relevant Extension was to them prior to visiting the OHREC and then after the visit (0= Not relevant; 1 =Slightly relevant; 2= Somewhat relevant; 3=Moderately relevant; and 4= Very relevant), 53% indicated that Extension was ‘somewhat relevant’ and 27% rated it ‘very relevant’ (n=15) prior to the visit. An increase was seen in student relevancy ratings after the visit with 53% finding Extension ‘moderately relevant’ and 40% reporting it to be ‘very relevant’.

Based on this initial study, adding Extension activities to undergraduate curriculum can increase their awareness and understanding of Extension. As future alumni and stakeholders, it is advantageous that they have an appreciation for and understanding of available Extension resources.