Agriculture Science Alumni Survey 2008€¦ · Survey results could then be used to guide changes in the college and program and assist in making informed curriculum changes for Agriculture

Agriculture Science Alumni Survey 2008

Melissa Kastle 6/10/2008

2 | P a g e

TABLE OF CONTENTS

TABLE OF CONTENTS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 2

INTRODUCTION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 3

SURVEY ADMINISTRATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4

SURVEY RESULTS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4 PART 1 .................................................................................................................................................................................................... 4 PART 2 .................................................................................................................................................................................................... 5 PART 3 .................................................................................................................................................................................................... 9 PART 4 .................................................................................................................................................................................................. 12 PART 5 .................................................................................................................................................................................................. 32 PART 6 .................................................................................................................................................................................................. 32 PART 7 .................................................................................................................................................................................................. 33

CONCLUSION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 33

APPENDICES ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 34 APPENDIX I ........................................................................................................................................................................................... 34 APPENDIX II .......................................................................................................................................................................................... 37 APPENDIX III ......................................................................................................................................................................................... 39 APPENDIX IV ........................................................................................................................................................................................ 40 APPENDIX V ......................................................................................................................................................................................... 41 APPENDIX VI ........................................................................................................................................................................................ 43 APPENDIX VII ....................................................................................................................................................................................... 49 APPENDIX VIII ...................................................................................................................................................................................... 51

SURVEY COVER LETTER‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 53

SURVEY ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 54

ADDRESS CORRECTION POSTCARD ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 59

REMINDER POSTCARD ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 60

SECOND MAILING COVER LETTER ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 61

3 | P a g e

California Polytechnic State University Pomona College of Agriculture

Agriculture Science Department By Melissa Kastle

INTRODUCTION

For my senior project I chose to conduct a survey of Agriculture Science Alumni. The purpose of the survey was to determine trends and tendencies among alumni and to gain insight into what they felt were important areas for current and future students to concentrate on, as well as opportunities that the Agriculture Science program and the College of Agriculture could take advantage of. Survey results could then be used to guide changes in the college and program and assist in making informed curriculum changes for Agriculture Science graduates.

The survey was developed with during the fall quarter of 2007 with input from Professor Hess. The survey consisted of seven parts. Part 1 was intended to determine eligibility for the survey. Respondents were asked about degrees earned from Cal Poly and in which year they were conferred. Eligible survey candidates were determined to have graduated after 1974 with either a Bachelors or Masters degree in Agriculture Science, or a California Teaching Credential earned in Agriculture. Part 2 consisted current employment information including employment status, employer, title, teaching status, income range, and work skills required. Part 3 included detailed questions about what activities respondents participated in while they attended Cal Poly Pomona. In addition there were questions pertaining to the importance of participating in campus clubs and activities. Part 4 of the survey contained in depth questions about how prepared the respondents felt in a variety of agricultural and academic related areas as well as how important it was that future students be prepared in those same areas. Parts 5 and 6 were open ended questions that asked for input on strengths and weaknesses of the Agriculture Science program and the College of Agriculture. Respondents were also asked if they felt there were any opportunities that the Agriculture Science program should take advantage of. In Part 7 of the survey respondents were asked to add other comments for consideration.

For results analysis I have divided the respondents into four groups. The first group contains all eligible respondents and will be referred to as “All Respondents”. The second group will consist of all respondents who graduated with a Bachelors Degree in Agriculture Science from Cal Poly Pomona. For the remainder of the analysis this group will be called the “Bachelors Group”. The third group will include all Masters Degree recipients that received a Masters Degree from Cal Poly Pomona in Agriculture Science. I will refer to this group as the “Masters Group” (two respondents replied that their masters degree was “in progress” these will not be counted in the “Masters Group” as they have not received their degree yet). The final group will be comprised of earners of a California Teaching Credential in Agriculture. This group will be referred to as the “Credential Group”. The sum of the respondents of all three groups will be more than the total responses because one respondent might be in multiple categories. In each part of the survey analysis I will also include the results of the entire respondent group. The sum of these analyses will be those that answered the question being analyzed. Those that did not respond to the question or marked N/A will not be counted. In addition those that did not meet the eligibility requirements for the survey are not counted for any question.

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4 | P a g e

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6 | P a g e

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7 | P a g e

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8 | P a g e

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9 | P a g e

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Ther“Whaover

SurvScienthe cimpoclub respresp

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RT 4 erience

largest part oortant they fe

0

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ImportancPart

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of the surveyeel it is for fu

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d clubs for stportant for ss question wa

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Above AverageImportance

3

y was compriuture Agricul

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Respondents

tudents to patudents to gaas networkin

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were asked toay, working astion or answ

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articipate in oain from theing. A comple

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age Importanc

2

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Importance of ducting Ag Field

roup Maste

on campus. Sir participatiete list of ans

ivities were ffessional expmportance, leAg Education and conductia question a

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Im

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the

ers Group C

Survey particion in clubs aswers is locat

for new and periences. Tess than averClub participing an enterpare not count

han Average portance

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well they wereed in various

e of Working at e Units

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cipants wereand activitiested in Appen

future Agricuhe rating scarage importapation, otherprise projectted in the num

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ImportanceConductingEnterprise Pr

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12 | P a g e

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and how and

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following tab

Very ImportanVery Well

4

stion set one nce integrate

0

1

2

3

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These areas ed pest manacessing, desigce, equine sciketing, agricuban agricultuc speaking, e

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ble defines th

nt/ A

M

includes plaed pest mana

Prepa

All

were plant sagement, agrgn and constrience, agricuultural merchre, biotechnoethics, criticay feel it is forere prepareddequately, len these arease, not importtal number osets. Each qu

he corresponAbove AverageImportance/

Moderately We

3

ant science, sagement.

red Question Se

Respondents

science, soil sricultural meruction, techultural businehandising, suology, food sal thinking, anr future gradud in the sameess than adeqs were: very tant, n/a. Reof respondenuestion in the

ndence betwee

ll Avera

A

oil science, a

et 1

Bachelors Gr

science, agroechanics, agrihnology integess managemustainable agcience, nutrind analyticaluates to be pe areas. Theiquately, not aimportant, aespondents thnts for that pae set is relate

een the num

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2

agronomic pr

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onomic practicultural enggration, animment, agricultgriculture, agition science,l thinking. Pprepared in thr choices forat all, n/a. Thabove averaghat did not rarticular queed or is consi

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tices, horticugineering, agrmal science, fotural sales, agricultural lit, food safety,articipants whese areas anr how well prhe choices foge importancespond to a qestion. The inidered to be i

d the answerhan Average portance/ an Adequately

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ticultural sci

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ltural sciencricultural maood animal pgricultural eteracy, enviro entrepreneuwere given and a similar rrepared theyor the importce, average imquestion or andividual quin the same d

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Not ImNot

ence, and irr

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13 | P a g e

e, irrigation anufacturing,production, conomics, onmental urship, rating scale rating scale y felt were: tance of mportance, answered estions are discipline.

uestion.

mportant/ t at All

0

rigation

e

,

0

1

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4

0

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31 | P a g e

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32 | P a g e

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33 | P a g e

PART 7 Other

The final question of the survey asked respondents if there was anything else they would like to add for consideration. Many did not reply at all to this question. A few respondents wished me good luck on completing my project. A complete list of responses to this question is located in Appendix VIII.

CONCLUSION

In conclusion, I feel the survey was successful in compiling very important input from graduates from the Agriculture Science Department. This valuable information can be used in many ways in assisting the program to grow and improve. The results of the survey have been analyzed and presented here in a concise, easy to understand form. A beneficial side effect of conducting this survey is a more complete updated graduate contact list. Those graduates that we were not able to find can be removed from future mailings and new addresses can be updated. The scope of this project was quite large, and I feel would have taken a much longer time to solicit additional responses. The end of the survey included open ended questions that solicited a wide range of responses. The vagueness of these open ended questions may have distracted respondents from answering the question asked. More focused questions could lead to more precise results. The information compiled from this survey can be used to develop more directed survey questions in the future.

34 | P a g e

APPENDICES

APPENDIX I

Below is a list of all responses to Employer and Title: Employer Title

University of Wisconsin Cooperative Extension 4h youth development agent

Carpenteria Unified Agriculture Teacher

DOE State of Hawaii Ag Teacher

Kern High School District Substitute

Red Bluff Elementary 8th Grade Science Teacher

Dairy Council of California Mobile Dairy Classroom

Cal Poly Pomona Chairman

Nuberry Inc. consultant

Learning Community Charter School Science Teacher

LA County Sanitation Districts Supervising Engineering Technician

Fontana Unified School Dist. Ag Teacher

LAUSD

home school teacher and 4h leader

County of San Bernardino Agric Biologist

Paramount USD Science Teacher Dept. Chair

US Air Force Combat Crew Communications

Hemet Unified School District Ag Teacher

Fallbrook UHSD Teacher

Mack Flavor Ingredients, Inc. President

Lewis Palmer School Dist. Para Educator K‐5 Special Ed

CNUSD Woodshop Teacher

USDA NRCS Area resource conservationist

Sotheby's international realty realtor

Cardinal Professional Products

Rio Hondo College Retired

35 | P a g e

MPM Products Regional Manager

Bailey Veterinary Clinic Mixed Animal Veterinarian

Livermore Valley USD Teacher

Dept. Food and Drug food and drug investigator

CNUSD Biology Teacher

FJUHSD Ag Teacher

Perris Union HS District Ag Teacher/Dept Chair

South Fork Middle School Science Teacher

Jurupa USD Teacher

Travis Co. RTO

Parkins and Associates owner

Hillmar High School Ag instructor

Eagle Crest Resort Landscape Supervisor

USDA Investigator

Alameda County Senior Agricultural Biologist

Nichols Career Center Ag Teacher

Jurupa Unified SD Ag Teacher

LAUSD Magnet Coordinator

Snowline Joint Unified

Covina Valley Unified Instructional Aide

Imperial Unified SD Ag Teacher

HUSD Activities director

Corona‐Norco Unified School District Principal

Jurupa Unified SD Science Teacher

South Coast Office Supply IT Copier Technician

Riverside County ag commission Agriculture standards investigator

Jurupa Valley Unified Agriculture Teacher

Jurupa Valley Unified School District Teacher

36 | P a g e

Riverside County Ag Standards Investigator

Zumbrota Mozeppa Schools Ag Teacher

City of Mt. Vernon Firefighter

Padco/AE Com (Afghanistan) Agriculture market and enterprise director

Retired Air Traffic Controller Air Traffic Controller

Flintridge Sacred Heart Academy science teacher

Alvord Unified School Dist. Substitute Teacher

37 | P a g e

APPENDIX II

Below is a list of all responses to “Please list four (4) skills you are required to use on a regular basis at work: (example: making a sales presentation, germinating seeds, identifying pests, etc.)”:

Ag mech. agronomic program development‐ golf, sports turf, landscape Akahai‐kindness‐to be expressed with tenderness animal and plant production Animal Husbandry Animal Husbandry animal science applying ethics art assessing student progress attendance audit for compliance with food regulations basis teaching principles be personable biology teaching biotech techniques budgeting business skills accounting career skills taught chemical inventory chemistry class presentations classroom management classroom management classroom management coaching communicate with students communicating well communication communication communication skills communication skills communication/networking community relations computer data entry computer skills computer spreadsheet computer systems utilization conduct recall audit checks consult with clients for treatment approval

counseling critical thinking crowd control curriculum development data collection data presentation dealing with elementary students decision making demonstrate mechanics skills demonstrations develop treatment plans diagnose computer problems diplomacy w/admin, parents, students direct instruction discipline driving employee evaluations engaging students at all times equine management ethics evaluation/diagnosis of medical state feed formulation finance floral product evaluation follow up research results germinating/propagating seeds give advice grade data into computer grading tests grading work Ha'aha'a‐humility‐to be expressed with modesty HF radio and SAT radio utilization human relations I don't work in agr. identifying animal disease identifying arthropods identifying chemical treatment zones identifying pests identifying pests identifying plant pathogens industry relations insect ID

inspect food mfg. facilities install and configure IP printers instruction (presentation) interpersonal relationships investigate medical fraud keep students interested keeping accurate records knowledge of CA pesticide laws large equipment operation leadership learning new material learning new technology lectures lectures lesson planning lesson planning lesson planning lesson planning lesson planning lesson plans lift and secure heavy objects livestock evaluation livestock management Lokahi‐unity‐to be expressed with harmony making presentations management management of assets management of people managing student behavior marketing marketing of new concepts material accounting and record keeping math skills mechanics monitoring plant growth motivate students multimedia presentations non destructive testing observation of students officer safety Olu'Olu‐agreeable‐to be expressed with pleasantness

38 | P a g e

organization organizing paperwork parent conferencing parent contacts PE teacher skills peacemaker people skills people skills perform routine surgeries pest control pest management pesticide enforcement/state and federal phonics/teaching reading to 1st graders planning lessons planning/implementation plant breeding power point/excel preparing labs preparing lesson plans preparing lesson plans preparing presentations presenting lessons problem solving problem solving professional development activities program administration program management projects pruning

public relations public relations public speaking public speaking public speaking public speaking public speaking public speaking public speaking putting together container plantings Q and A questions range skills record keeping rodent and weed control safety skills sales sales sales presentation sell office solutions sense of humor/caring heart shop skills taught short range planning skills of power and hand tools soil/plant testing and recommendations speaking skills speaking Spanish standards based teaching staying up to date on US ag policy supervise people

teaching teaching a lesson teaching chemistry teaching physics teaching skills teaching students teaching/instructing daily team work technical skills Technology based teaching technology skills time management training employees training of aircrew training programs transferring new technology undercover skills understanding humans welding welding and fabrication wood ID wood ID work unsupervised worked as a broker advocate for a specialty plant grower working with disadv. Kids write reports writing outlines and curriculum

39 | P a g e

APPENDIX III Below is a list of all responses to “Are there any other clubs or activities that you were involved in? (please list)”:

Academic Quadathalon Ag Club Ag Council Ag Council Ag Council Ag Council Ag Field Day Ag marketing (NAMA) Agriculture Ambassadors Agronomy Club ASI ASI beef show team beef show team Block and Bridle Block and Bridle Ceres International Fraternity Chi Omega Fraternity Crop Judging Team Dairy and Livestock Judging Dorm related activities and work Equestrian Team Farmhouse Fraternity Farmhouse Fraternity Farmhouse Fraternity Farmhouse Fraternity Fruit Industries Club

Fruit Industries Club General Livestock and Meats Judging Greek Council Honor Society‐Ag Horse Judging IHC‐Interhall Council Intramural Sports Livestock Judging team Livestock Judging team Livestock Judging team Livestock Judging team Livestock Judging team Livestock Show team Los Rancheros Los Robles Horticulture Club Order of Omega Order of Omega Honor Society Pi Sigma Chi Fraternity (Sigma Nu) Prevet Club Prevet Club Prevet Club Pumpkin Festival Rodeo Team Rose Float Club and Committee sheep and swine show teams showing market lambs vegetable crop project

40 | P a g e

APPENDIX IV Below is a list of all responses to respondent’s involvement in Ag Field Day:

Ag Ed Club had a booth I helped run because I was currently president Ag Mach/Small Engines Animal Judging Assistant Chair Assisted with Awards Presentation and other contests Best Informed Greenland BIG BIG can't remember Chairman Chairman of the first computer contest in California/Advisor Dr. David Whaley Chairman Vega Crops Computer Contest Chair dealt with the teachers programs, ran it with Pro. Freedman don't remember don't remember Farm Tours FFA Test Field Day Chair Field Day Chair Field Day Chair Field Day Chair General Livestock helped plan out event and helped tally contest results helper helper

Horticulture Plant ID I don't remember Judge at poster evaluation‐ I think judged science projects Leadership Liaison for Cal Poly and Mt. Sac Small Engines contest Livestock Contest Co‐Chair Livestock Judging Livestock Judging Livestock Judging Livestock Judging Livestock Judging Livestock Judging monitor Overseer Poultry Contest Chair Poultry Judging provided wagon rides, drove team of Clydesdale horses small animal Small Engines Contest Small Engines Coordinator Student Chair Tabulations Tabulations Tabulations took reasons for livestock

41 | P a g e

APPENDIX V Below is a list of all responses to the question “What do you feel is most important for students to gain from their participation in clubs and activities?”:

a connection or understanding of what high school students would need

A sense of belonging

friendship and camaraderie

camaraderie

connections

communication and leadership skills

communication and networking

contacts with industry

practical experience

developing people skills

experience

Experience

experience

sense of involvement"

Friends in the field of study that you can utilize and end up working with

friendships (networking), teambuilding, leadership

gain experience, meet new people, make network connections, involvement in campus

gaining proficiency in chosen field

social interaction skills"

get involved and take on leadership roles

Get to know your peers and how people interact with one another

Hands on experience

hands on real world experience, leadership skills, community service

how to work with others and be a team player

integrity

Later contacts when you are employed

leadership and organization

leadership skills

leadership Skills

networking"

leadership skills

working with others for a common goal

organizing and putting in to place goals and ideas

friendships memories

exposure to outside of school responsibilities and concerns"

leadership skills, cooperation

leadership skills, public speaking and communication skills

leadership skills, team building skills, public speaking skills, interpersonal skills

leadership skills‐‐presentation, public speaking, community relations, organizational skills and management

leadership, advertising, managing people money and equipment

learning to work with others

making connections and building relationships

leadership development"

meet new people find out what life is all about

meeting new people and contacts after graduation

meeting other people going into same field

meeting people

building relationships

how to have fun with like minded people"

42 | P a g e

Networking

networking

networking, building relationships, making a difference

networking, share info with other members

Networking, travel experience, commitment

organization

putting to use classroom knowledge

presentations

Real‐life experiences and leadership development. Also, good problem solving skills.

responsibility and cooperation

responsibility

leadership skills

sense of community and belonging

social and networking skills

Social interaction. Real world experience

Student networking/interaction

Teamwork

to learn what opportunities are in areas of interest. Meet study buddies, get to know advisors better, meet industry reps

understanding others

work as a team

working as a team and following through on personal responsibility

working with others for a common goal. Networking!

working with others, organization skills

43 | P a g e

APPENDIX VI Below is a list of all responses to the question “Based on your experience, what do you feel are the strengths of the Agriculture Science Program?”:

good professors

broad based program that allows for many career options in fields of agriculture

very strong animal, plant science program

It is our future. Down to earth people tend to gravitate towards this field. Agriculture will always be important to this country and other foreign.

A well rounded background

learn by doing

The opportunity to do hands‐on learning.

Small numbers, caring faculty, good friends, exciting classes

open door policy, small class sizes, quality instruction, positive feedback from professors

the flexibility offered for students enrolled in the program. I was able to focus on areas of interest to me while still getting a varied background.

I had knowledgeable teachers who cared about each student

general knowledge

preparing the student for a career in Ag

hands on experience via working farms; professors who are available to students beyond classroom hours

Remember‐I was a student 25 years ago‐ in the Masters program. But, as I remember the best thing was the close interaction/relationships between faculty and students ‐ small class size was also a plus

the university motto‐ Learn by doing, was always the best part of my education

broad exposure to numerous areas

working hard, quick thinker, compassionate, supportive, career direction

The teachers, facilities, and variety of classes required

individual professors built lasting relationships with students to help them through school

offers a variety of classes

preparing students with a "real” picture of what their job is going to be like when they receive one

critical thinking; public relations; business relations

experience of prof's; hands on experience

The ag science program did a great job of preparing me for a career in teaching. It produces students that are well ‐ rounded in many areas of the agriculture field

The livestock and OH units. They provide an opportunity for hands on experience

it offers a broad area and choices of courses to the student

the campus itself with the crops, animals, units, and technology

good instructors in the past

hands on teaching; loved the labs and walking through neighborhoods looking at plant material; "learn by doing"

none at this time

it feels more personal because it is a smaller program. It does a good job of teaching leadership skills and making you feel comfortable about speaking in public.

good teachers

Ag Mechanics dept.

interpersonal relationships

exposed to many areas of ag

broad based education in many fields

professional staff and professors

I believe that one of the biggest strengths of is preparing future Ag Teachers for what will be expected of them as an ag teacher. As far as leadership activities, projects and so forth.

44 | P a g e

at this point in time not many. While I attended there were many, pride, integrity, respect

good teachers; great support and encouragement

before there was a combined course for the animal production courses I felt that spending a quarter learning about two different livestock species w/ the labs were a strength

being able to learn from many subjects, personal attention from staff

I majored in animal science the first two years then switched to Ag Sci. Looking back, I feel that I had an excellent education. All of my classes were very important to my education, so it would be hard to select one. But, the science based classes and the hands‐on livestock and crop classes would be my top picks.

It trains students to fill needed voids in the Ag Teaching profession. It prepares students to enter the teaching profession

sustainable ag

Hands on training; professor interaction

dedicated staff; opportunities for hands on experiences

relevance of what is taught and experienced to what is happening in the world; relevance of ag course content to other non‐ag fields, i.e. general business, communication technology; I was taught to think and research, useful skills in any program

friendly atmosphere; competent admin.; great teachers (at least when I was there ‐ '95‐'97); small classes ‐ easy to get to know professors; hands on; especially doing controlled experiments and collections (weeds and bugs); field experience available

close ties with local agriculture programs; "hands on learning"

Hands on work of course!

It’s been many years but one of the strengths was (is) the hands on training and responsibility given to each student. Even if you didn’t stay in the agricultural field, those personality traits would help wherever you go.

The program gives you a wide variety of agriculture topics to learn about. Students are able to choose what they want to learn and what their senior project will consist of.

A re‐energized and youthful staff that has a desire to develop a quality program which can fill the desperate needs of Ag Education in Southern California.

Included undergrads and grad students that worked at the college and made them feel a part of the team

the diversity of required course work exposes one to many aspects of agriculture

The advisors and teachers willingness to help students as individuals. Professors relationships with industry. Field trips!

you are asking a person who entered a program that was very different. I felt it's diversity was a strength. The experience of the faculty was a strength. I am sad to see so many have retired or passed on.

I believe the program did an excellent job of preparing me for the classroom, I loved teaching. The program failed to prepare me for the interaction w/ school administration. I left teaching because of that. Yet 30 years later I still substitute teach in Ag Classes

The leadership part of the program; you also learn little bit of everything but not enough of anything

I learned a variety of skills from the many diverse classes that assisted me in teaching, administration, raising horses, citizenship, and being a productive individual in a global community

The opportunity to get a broad based education. Also the student teaching experience.

Below is a list of all responses to the question “What opportunities do you feel the Agriculture Science Program should take advantage of to benefit future students?”:

current thinking; current technology; current and future thinking regarding changing weather patterns and farming

unsure of program status

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get well informed of all activities in the College of Ag field. If you are planning on teaching ‐ sub and vol. time to teaching programs.

Environmental studies will be important with each passing year.

Encourage internships, offer mentors, assist students in college team competitions. Employment opportunities.

use the farm on campus to develop energy efficient farming systems

Where possible to work in real teaching events.

keep doors open to diverse populations of learners

broader recruitment, more faculty?

more aggressive marketing of the program. Do more activities with the H.S. Ag students who may in turn attend Cal Poly Pomona

each student be required to do an enterprise project to understand all facets from production to marketing to sales

[un‐readable] energy

job placement help

global issues; agricultural practices that help/hinder the environment; appropriate technologies as they relate to various cultures/environments

Trying to work on agriculture problems around the country

placement/externships in short term, working relationships with producers to strengthen relevant skills to today’s technology

the program needs to be promoted to high school students at the high school

not sure what is out there now

I believe the program should offer Ag Mechanics (wood working, welding, small engines, etc.) Cal Poly grads are weak in that area and there is a high demand for Ag Mech Teachers.

I think the college should expand its programs to serve a larger portion of So Cal students

expand on the many opportunities available in the job market. Encourage students to read job descriptions and learn what electives will add to their degrees. Many jobs require x number of units in a certain area.

strengthen the Ag Ed Club experience

internships; advanced FFA or 4‐H opportunities at college level

organic farming, sustain. Ag

I'm sure there have been advances in certain areas, especially organic and sustainable ag. These areas need more time than I received almost 14 years ago.

need to have more students participate in more field experience

partnerships with industry

exposing students to the many different ag field of studies and professions so they can make a better choice for what suits them.

ag literacy ‐ ag education

I guess grants and state funding for projects and structural improvements

more agriscience course work

add some ag mechanics courses to the curriculum on campus so the students don't have to travel to another school to fulfill that requirement

don’t know

offer more quality Ag teaching opportunities, preparation for becoming a teacher

environmental issues, ecology of cultivated crops in relation to environment

all Ag Sci students should work for a while at each unit

Agricultural Mechanics as well as Agricultural Business

Start from scratch and rebuild to make the program what it used to be

experience selling ag products at the farm store

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the various production units including horticulture/crops as well as technology classes

making students aware of the importance of a global economy!!!

In addition to my education of the late '70's ; topics for today’s world that would be helpful: marketing, sales, food for the future and feeding impoverished nations, environmental consideration, urban agriculture

more contact w/ local schools (southern region) to recruit students and build/maintain strong student numbers in the program

urban ag opportunities

more industry interaction; mentors

partnering with industry; marketing the need for US Agriculture to the general public; working towards self‐reliance as a nation

each student should be placed in leadership role within a team of students to learn effective leadership fundamentals and to understand their own strength and weaknesses

visit real farms/farmers/ag businesses; intern programs

become involved in local contests as judges, facilitators, etc. when possible

Prepare students to deal with NCLB and standards based courses that are integrated with Ag Science courses such as Ag Biology

Stay involved with cutting edge research and technology

It would be great if the program would offer internships for undergraduate students.

Improving on current outreach opportunities such as the field day, speech and parli pro contests that are hosted for FFA members. This is a great way for the college and program to reach students.

have individuals demonstrate that a Ag Sci degree is more than teaching and going to fairs

field trips, tours, speakers from industry

Bring in guest speakers from a wide variety of traditional and non‐traditional agricultural enterprises to present a view of their occupation‐I think biosecurity should be added if it hasn't been

Every opportunity (I'm not sure your question is well thought out)

need to learn more on Horticulture and mechanics, these are the two fields that students want to learn and I know nothing about Ag Mech, and a little bit on horticulture; had to learn outside of the classroom

Opportunities working with industry

Focus on technology, food science, economics, leadership, and ethics. Also enhance critical thinking.

more science based technologies use of computer technology!

Below is a list of all responses to the question “Based on your experience, what are the areas of weakness for the Agriculture Science Program?”:

new technology and thinking need to be implemented faster; farming need for the new future; pest control need for the new future

more business application courses

Your program LACKS the 3rd areas of Ag Mech. Without this Ag is not possible for the repair, maint., and production of machinery for the industry

In this area of the country we do not need the emphasis on livestock production.

The program shouldn't just be geared toward being a High School Ag teacher. There are many other opportunities available to teach about ag. For example, I worked for the Resource Conservation District and taught about soil and proper irrigation methods.

been out of school too long to answer

Over emphasis on non‐agricultural areas.

animal units could be upgraded (probably have been by now)

faculty size, limited leadership classes

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Limited enrollment, small number of students. While small is good I feel that the program may be too small and therefore limiting to students.

lack of Ag at surrounding high schools

too many broad range classes and not focused on real world events; most students are attending classes for a grade and not the experience

my area is working with people with disabilities' do you have a section for accommodating people with disabilities?

n/a

at the time of graduation‐‐technology (1982); responsible, sustainable agricultural practices

Job placement‐ once you leave the state

it's been 30 years, I can't make a specific recommendation

exposure to high schools

live or die attitude of Ag Ed. Teacher burn out

Agriculture Mechanics

the counseling and counselors you are assigned were a joke‐not just for me but for my friends as well I think they should offer mandatory and meaningful counseling to ensure the success of agriculturalists.

provide more info on the hundreds of jobs available with this degree. With the sciences get you into many fields

Ag Mechanics

there was no ag ed club in my day however there was a fraternity; currently no FFA or 4‐H opportunities at college level=these need creating; business opportunities at school or in private sector; job availability after graduation not just for teachers but for Ag grads

none

One area of weakness is regarding preparation for a long term career that require so much unpaid overtime. Most of the people that I graduated with are no longer in teaching, in my opinion due to overwork. Of the 7+ years that I taught Ag at our local High School, I worked an average of 85+ days outside of the school year, 45+ days outside of my contract w/no compensation. Ag teachers also have a high divorce rate, and one ag teacher friend committed suicide. I'm not

sure how this could be fixed but working 60 hr work weeks is not a healthy lifestyle.

the program needs to help direct students to acquire the knowledge and skills necessary to get a job in today's market and expose tem to the realities of what they will be facing once their degree is earned

need more enrollment ‐ more grads

I can't remember any

need a ms program that does not focus around ABM; more science related courses

add some ag mechanics courses to the curriculum on campus so the students don't have to travel to another school to fulfill that requirement

don’t know anything about the program

student teaching dept.

train/take classes on how to do the agricultural (tests) county employing

if you do not know hat much about Ag when you enter the program you will not know that much when you finish

need to have more science (pure science) classes to be NCLB compliant so they will be more desirable employees

Clubs! More clubs and participation of students also preparing students w/Ag Mechanics

need to re‐evaluate the current program

Agriculture mechanics and fabrication are needed as well as expanding to outside clubs

too much emphasis on setting up a Vo‐Ag program

none that I can think of

as above visibility and accessibility

classes offered only periodically

too long ago

while the environment is important and certainly integral to agriculture, it is becoming harder to be a producer instead of easier; need to find a way to reverse this trend or we'll be dependent on foreign food

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students are no educated enough in leadership responsibility the Ag Sci program has many leaders taking classes however these leaders are seldom placed in leadership roles in the classroom, ag field day, etc. where they can grow

recruiting students; keeping up to date; too beholden industrial agriculture that is not sustainable

local program for local and out of area students

I've been out too long but I would suggest keeping up with current educational trends and how they effect Ag Teaching

I've been out too long to supply a relevant answer

not enough room on campus to expand the program

Attracting/recruiting quality students from area high schools and community colleges that have a realistic perspective of being an agriculture teacher.

did not offer a welcoming hand to grad students who had full time jobs off campus ‐ felt very cold

the over concentration of animal production with the end result of going to fairs

I don't have an appropriate answer. I have been gone too long. When I was there the inability to take required classes due to insufficient student enrollment was a problem.

Ag Mech, horticulture two major student interests and Poly offers little to none in these areas

the university is in dire need of upgrades at all Ag units ‐ it is very out of date and embarrassing

Too much emphasis on extracurricular activities and FFA related events. Focus on developing high achievements in the sciences, leadership, economics, business, and education.

great program!

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APPENDIX VII Below is a list of all responses to the question “What do you feel are the most important attributes of Cal Poly Pomona’s College of Agriculture?”:

"hands on"; beautiful farm; nice farm store

[un‐readable] food for underserved people

ability to be involved and on teams even though not from ag background

Again, the ability to learn by doing!

Agriculture program

close to southern Cal students

creating a sense of accomplishment especially for those who get involved in clubs, etc.; creating a strong base for future growth whether or not they stay in ag after graduation; rich experience for those who participate; wonderful memories to look back on with fondness

diversity of offerings

diversity, both in faculty and students, assisting graduates with job placement

don’t know

Experienced faculty and staff; accessibility to staff and faculty resources; long history of turning out well respected productive students

faculty and staff are top notch and listen to students; flexibility in choosing classes to complete my MS by my grad professor was extremely helpful

faculty seems to present to students at the college opportunities

get involved and be well rounded, adapt to change and stay up to date with the Ag industry, if you are not willing to change with your area then you could loose your program. Keep your program strong and students involved!

great campus with wonderful opportunity for hands on experience in every aspect of agriculture

great program

great university; excellent teacher, with the right attitudes; great campus

hands on activities

hands on experience

hands on training; sustainable ag campus

Hands‐on learning. "Learn By Doing"

having a "learning by doing" philosophy on learning

high standard of excellence, quality instruction, caring atmosphere, accepting

horse unit

I have always had good memories of college staff and relationships built while a student. I felt they truly wanted me to succeed and are the reason that I ended up in the field of education.

it provides instruction in an important niche of education and the ag industry

it's proximity to a highly urbanized area that is still close to viable production areas

Keep it going

location: you have direct access to millions of people who are potential voters

low cost to student; extensive facilities; professors connected w/ real growers; good field trips

maintain and build reputation as strong Ag school; applied technology/learning; maintain and attract vibrant teachers and students; keep developing specialties and responding to marketplace

philosophy of learning by doing and a farm where students can experiment

practical instruction with hands on learning, time proven and always relevant

production units

professors and staff; animal and plant units; campus farms; wide variety of classes; small class sizes

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providing ag education to people who cannot leave So Cal for an education

quality education, great teachers, reasonably priced

small classes‐personalized; staff‐available and willing to help; opportunities‐they are available if students seek them

smaller college; more tight knit family feeling

student exposure to experiences other than just classroom instruction

the "community feel" it gives a student on such a large campus, the professors are stellar

the ability for students to take what they are learning in the classroom and immediately applying it to working farm situations.

the ability of students to tap into several select areas of the agriculture options for employment

the animal/crop units for the hands‐on student experience and the high‐quality instructors who can import their personal experiences to the students. By the way I met my wife of 16 years at the animal units (she lived at the sheep unit!)

the College of Ag was very hands on, if a student was willing to make the effort to learn

The diverse opportunities available to students to go into any career area of Ag

the faculty and staff

The farm store and new nursery facilities newer facilities will attract more students

The people that come out of the program.

the professors are great at helping students through‐‐a handful of them

The support of the instructors to assist even after you have completed the program

the teachers

they are still there and a leader in the industry

thoroughness of a complete education, that also includes timely topics

very tight knit community; everyone willing to help each other

well rounded education; hands on learning (working the sheep unit was one of my best experiences)

Well rounded, practical education program. The professors and support staff were very helpful. They really cared about their students.

working with the Ag programs in the region is a big help for me (I would like to see more of it) The college of Ag is a friendly hospitable place where instructors are available to students and they can gain hands‐on‐experience about what they are learning.

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APPENDIX VIII Below is a list of all responses to the question “Is there anything else you would like to add for our consideration?”:

it was hard to get certain classes (evening) timing and availability not planned‐out well

worked for Sunkist Fruit Growers Supply Co. and Hills Bros. Coffee after college. My degree helped in applying skills on these jobs.

It would be great to see some Ag Science students involved in our Riverside County 4‐H program. The kids and parents would appreciate their expertise.

Don't over emphasize diversity!

I loved my time at Cal Poly Pomona.

Do more activities/training/workshops for H.S. students throughout the year.

I only attended Cal Poly Pomona for a short time. I transferred from Cal Poly San Louis Obispo.

none

Sustainable agricultural practices are key to our survival. Students need to learn and understand what kind of long term impacts ag practices can have

I wish I had gotten help once I moved to NJ at getting a job in agriculture. Now, 25 years later, it really is too late. Your survey made me remember how much I enjoyed my "Ag Experience", and still miss it. Good luck.

met the students and high school teachers at their schools

keep up the good work. I no longer teach in Ag Ed but my skills as a teacher in Biology are better than most

you need to grow and visit other campuses and mimic their programs because Cal Poly is so… small and doesn’t meet the needs of current students. I knew so many unnecessary drop‐outs. I was lucky to have Mr. Freeman and a couple others in my educational experience but EVERY student in EVERY ag department should be supported more to ensure Ag graduates.

my science class were required for my present job. I have worked in Ag and now as a under cover officer but I could not have obtained this job without my degree. Encourage students to look at many types of jobs using this degree.

I have always looked back on my years at Cal Poly with fondness ‐‐ I've always had a strong base for my life due to my time at Cal Poly. I feel that I've been given a strong background and rich experiences that helped shape my life.

Good luck with your senior project!

it has been so long since I was at Cal Poly that I don’t know the answers to these questions today

if there is a way or opportunity for those entering the ag science program without a clear goal or job in mind (or loss or change of career in mind) to be able to "try on for size" or be exposed to what possibilities or choices that are available. More advisor involvement and maybe a "sample the ag business class to give students career choices and keep them in their field of study.

I enjoyed having a plant business (interior plant maintenance) before my kids were born. I got into elementary education after they left and moved on to middle and high school. Working with young children is extremely fulfilling!

none

although I am no longer employed in the agricultural industry I continue to follow with great interest many changes in production and business

while in the student teacher program, my coach constantly tried to talk me out of becoming a teacher and I would not be successful. I have been a science teacher for 22 yrs!

thank you for asking my input

I learned a tremendous amount and met many great people at Poly. The school prepared me for life!! All departments were good. Vo Ag was great!!

Probably but I can’t think of any more at 8pm after a long day and longer week at the fair!

I think this survey was difficult to answer. I appreciate the effort that was put into it, but I don't feel the information I was able to supply is relevant.

unless already in place it might be helpful to include grant writing as part of knowledge base, especially as economy struggles

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I LOVED the Ag Sci program and I feel like I learned a lot more, and for a lower cost, than when I did my bachelors degree at a more prestigious university. Although my main job is teaching high school biology I get paid to do a student garden at my work, and I run a CSA* micro‐farm out of my back yard. *Community Supported Ag (farm‐share)

I hope you keep up the efforts to improve the program you are doing a great job. Good luck.

A significant number of Ag Sci students from my period of time and before either didn’t go in to teaching or have left teaching for the private sector.

Most young teachers I meet seem very well prepared for their jobs, but the overriding trait each has is a desire to teach in Ag. I'm not sure that can be "taught" in a classroom.

I felt the sheep, swine, beef, and poultry units were out dated when I was in school in the '80's. I’m not sure about the equine unit. I always believed our Ag units should be state of the art!

Thanks to Flint Freeman for his Ag Ed instruction. My ag program has been named Outstanding Ag Program twice, my FFA Chapter top chapter in MN, and myself named Top Teacher Mentor for supervising 10 student teachers. All because he gave me a challenging and diverse college experience and a great student teaching assignment in Imperial CA.

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SURVEY COVER LETTER 6/11/2008 Name Address Address Dear First,

My name is Melissa Kastle and I am an Agriculture Science major from Cal Poly Pomona. This is my

senior year and I have chosen to conduct a survey of Agriculture Science Alumni for my senior project. I am

asking for your help in assisting complete my senior project by participating in this survey.

As an alumnus of the Agricultural Science Program, have been chosen to participate in this survey.

The survey should take about 10 - 15 minutes to complete. The information you provide will only be used to

develop a report for the Agricultural Science Program. I hope my report will assist the program in its efforts to

improve and grow. Your insight is critical in providing me information I need to inform the Agricultural Science

Program with information that it may use to improve, grow, and better serve its current and future students.

A self addressed stamped envelope has been provided for you to return your completed survey. I

sincerely hope you will take the time to provide information needed that may enhance the Agriculture Science

Program at Cal Poly Pomona. In addition, the program would like to keep in closer contact. Included in this

mailing you will also find a prepaid postcard for updating your contact information with the Agriculture Science

Department. This is not a part of the survey, but I hope that you return it as well. Thank you so much for

helping me with my senior project.

Sincerely,

Melissa Kastle

Senior, Agriculture Science

Cal Poly Pomona

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SURVEY Graduate Follow-Up Survey Form

Degree Information

Degree(s)/Credentials earned from Cal Poly Pomona (please write name of degree/credential and date completed) Degree (BS, MS, etc.) Degree/Credential Name Date Degree Conferred

Employment Information

What best represents your current employment status? O Employed full-time O Unemployed O Employed part-time O Retired

Are you employed in an Ag related field? O Yes O No, but seeking employment in Agriculture O No O No, retired from an agricultural related field

Are you currently teaching? O Yes, I am teaching O No, I am not teaching

Employer Title

Please fill in the bubble next to the salary range that best reflects your annual income: O 0-30,000 O 45,000-60,000 O 75,000-90,000 O 30,000-45,000 O 60,000-75,000 O 90,000+

O Prefer not to answer Please list four (4) skills you are required to use on a regular basis at work: (example: making a sales presentation, germinating seeds, identifying pests, etc.)

1 2

3 4 Cal Poly Pomona Activities

Were you an Ag Ed Club member while attending Cal Poly Pomona? O Yes O No

Are there any other campus clubs or activities that you were involved in?(Please list)

Were you involved in running a contest(s) for Ag Field Day? O Yes O No If yes, what was your involvement:

Did you work at any of the crops/animal units on campus? O Yes O No If yes, which unit?

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What do you feel is most important for students to gain from their participation in clubs and activities?

Based on your personal and professional experience, how important is it for new and future Agriculture Science students to have the following experiences at Cal Poly Pomona to prepare for a future career? (please bubble the appropriate response)

Very Important Above Average

Importance Average

Importance

Less than Average

Importance Not Important

N/A

Ag Education Club Participation O O O O O O Other Agricultural Club Participation O O O O O O Conducting Ag Field Day O O O O O O Working at the Units O O O O O O Conducting an Enterprise Project O O O O O O

Experience How well do you feel your Cal Poly Pomona experience helped prepare you with skills from the following areas: (Please bubble the appropriate response)

Very well Moderately well Adequately Less than adequately Not at all N/A

Plant Science O O O O O OSoil Science O O O O O OAgronomic Practices O O O O O OHorticultural Science O O O O O OIrrigation Science O O O O O OIntegrated Pest Management O O O O O O


Agricultural Mechanics O O O O O OAgricultural Engineering O O O O O OAgriculture Manufacturing O O O O O OAgriculture Processing O O O O O ODesign and Construction O O O O O OTechnology Integration O O O O O O


Animal Science O O O O O OFood Animal Production O O O O O OVeterinary Science O O O O O OEquine Science O O O O O O


Agricultural Business Management O O O O O OAgricultural Sales O O O O O OAgricultural Economics O O O O O OAgricultural Marketing O O O O O OAgricultural Merchandising O O O O O O


Sustainable Agriculture O O O O O OAgricultural Literacy O O O O O O

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Environmental Stewardship O O O O O OUrban Agriculture O O O O O O


Biotechnology O O O O O OFood Science O O O O O ONutrition Science O O O O O OFood Safety O O O O O O


Entrepreneurship O O O O O OLeadership O O O O O OPublic Speaking O O O O O OEthics O O O O O OCritical Thinking O O O O O OAnalytical Thinking O O O O O O How important do you feel it is for future Agriculture Science graduates to be prepared with skills in the following areas? (Please bubble the appropriate response)


Importance Average

Importance Less than average

importance Not Important N/A

Plant Science O O O O O OSoil Science O O O O O OAgronomic Practices O O O O O OHorticultural Science O O O O O OIrrigation Science O O O O O OIntegrated Pest Management O O O O O O


Importance Average



Agricultural Mechanics O O O O O OAgricultural Engineering O O O O O OAgriculture Manufacturing O O O O O OAgriculture Processing O O O O O ODesign and Construction O O O O O OTechnology Integration O O O O O O


Importance Average



Animal Science O O O O O OFood Animal Production O O O O O OVeterinary Science O O O O O OEquine Science O O O O O O


Importance Average



Agricultural Business Management O O O O O OAgricultural Sales O O O O O OAgricultural Economics O O O O O OAgricultural Marketing O O O O O OAgricultural Merchandising O O O O O O


Importance Average



Sustainable Agriculture O O O O O OAgricultural Literacy O O O O O OEnvironmental Stewardship O O O O O OUrban Agriculture O O O O O O

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Importance Average



Biotechnology O O O O O OFood Science O O O O O ONutrition Science O O O O O OFood Safety O O O O O O


Importance Average



Entrepreneurship O O O O O OLeadership O O O O O OPublic Speaking O O O O O OEthics O O O O O OCritical Thinking O O O O O OAnalytical Thinking O O O O O O

Stakeholder Program Input

Based on your experience, what do you feel are the strengths of the Agricultural Science program?

What opportunities do you feel the Agricultural Science Program should take advantage of to benefit future students?

Based on your experience, what are the areas of weakness for the Agricultural Science Program?

Stakeholder College Input

What do you feel are the most important attributes of Cal Poly Pomona’s College of Agriculture?

Other

Is there anything else you would like to add for our consideration?

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Thank you!

Congratulations, you have finished the survey! Thank you for your participation. Please place your completed survey in the included self addressed stamped envelope provided and drop in your nearest

mailbox. Also, please return the pre-paid postcard separately so the Agricultural Science Program is updated

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ADDRESS CORRECTION POSTCARD Hello! We would like to stay in contact with you. Please verify the information we have for you and make corrections as desired. Please return this postcard at your earliest convenience (no postage necessary). This is separate from the alumni survey and will not be used in the survey results.

Check this box if the information to the right is correct If any information is incorrect, please provide corrections below:

Insert Address Here

First and Last Name Street Address

City State Zip Code

Phone Number E-Mail Address

(please check all that apply) O Yes, Please send me News, Updates, and Agriculture Science Program

Information

O Yes, I am interested in participating on a program advisory panel O Please send me information on sponsoring a club, scholarship, or student

teacher

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REMINDER POSTCARD

Cal Poly Pomona Senior still needs your help! Earlier this month, I sent distinguished Agricultural Science Program

Alumni a survey as part of my senior project. The purpose of the survey is to gather valuable feedback that only you can provide. If you have not yet completed your survey, I am hoping you will do so

now and return it at your earliest convenience.

If you have already sent in your survey, Thank You! If you have lost your survey (or need a new one) please email me at

[email protected].

Thank you in advance for your help. The information you provide is immensely important to my Senior Project and the value to future

alums is immeasurable! Sincerely,

Melissa Kastle

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SECOND MAILING COVER LETTER 6/11/2008 Name Address Address Dear First,

You can still help with my senior project! My name is Melissa Kastle and I am an Agriculture Science

major from Cal Poly Pomona. This is my senior year and I have chosen to conduct a survey of Agriculture

Science Alumni for my senior project. I am still looking for alumni input and am asking for your help in

assisting complete my senior project by participating in this survey.

The survey should take about 10 - 15 minutes to complete. I have even enclosed a self addressed

stamped envelope to return your completed survey. The information you provide will only be used to develop a

report for the Agricultural Science Program. I hope my report will assist the program in its efforts to improve

and grow. First, your insight is critical in providing me the information I need to inform the Agricultural Science

Program with information that it may use to improve, grow, and better serve its current and future students.

I sincerely hope you will take the time to provide information needed to enhance the Agriculture

Science Program at Cal Poly Pomona. If you have already completed a survey THANK YOU! I appreciate you

taking time to help me, you can disregard this letter. If you haven’t sent in your completed survey yet this is

your last chance! I will be compiling the information from the surveys I have received and writing my report

soon. Thank you in advance for helping me to complete this project.

Sincerely,

Melissa Kastle

Senior, Agriculture Science

Cal Poly Pomona

Documents

Agriculture Science Alumni Survey 2008€¦ · Survey results could then be used to guide changes in the college and program and assist in making informed curriculum changes for Agriculture