Production Agriculture in Nebraska: Livestock
This badge recognizes competencies in basic practices and decision making processes that accompany animal production in Eastern Nebraska and interrelationships between animal agriculture and ecology.
Badge earners demonstrate their knowledge in this area as they complete a non-credit course (AGRI 042) consisting of a two-day workshop at the Eastern Nebraska Research and Education Center located in Mead, Nebraska. A series of active learning exercises led by faculty and staff from the University of Nebraska-Lincoln provide opportunities for discussion, hands-on training, and demonstration of competencies. After completing all required exercises, students are evaluated for the digital badge based on a series of reflection essays.
Production Agriculture in Nebraska: Crops
This badge recognizes competencies in basic practices and decision making processes that accompany crop production in Eastern Nebraska and the interrelationships between agriculture and ecology.
Badge earners demonstrate their knowledge in this area as they complete a non-credit course (AGRI 042). A series of active learning exercises led by faculty and staff from the University of Nebraska-Lincoln provide opportunities for discussion, hands-on training, and demonstration of competencies. After completing all required exercises, students are evaluated for the digital badge based on a series of reflection essays.
This experiential learning activity provides an introduction to verbal communication of business ideas, pitch deck training, basics of a timed pitch, and delivery methods. Learners are guided by experts in the University of Nebraska-Lincoln’s Engler Agribusiness Entrepreneurship Program and interact with business professionals during the experience.
Participants completed a series of three one-hour modules that involve practice pitching and video recording. Following completion of the modules, the participant presented a pitch to a business professional. At the end, participants completed a reflection paper to provide evidence of their learning.
Global Competency through Sustainable Development Goal #3: Good Health and Wellbeing
This badge recognizes the learner's competency in understanding diverse perspectives around—and applying their skills toward—Sustainable Development Goal #3, Good Health & Wellbeing. They learn from experts, peers and reflection.
Students will demonstrate their ability to interact effectively with individuals from diverse backgrounds as well as operate and communicate in different cultural contexts though their interactions with experts from different countries in the world, as well as experts speaking to the "local" context who may have different cultural backgrounds than their own. They develop that skill through their peer-to-peer interactions wherein they explore how progress towards or challenges with Good Health and Wellbeing looks in each of their home communities. Both actively through reflective exercises and indirectly through general interaction with their cohort of learners, plus experts, all of whom represent a diverse array of backgrounds, identities and life experiences, badge earners will develop self-awareness. Students will develop curiosity towards different approaches to grand challenges, and the complexities of how they play out in the unique dynamics of different communities. They will learn through their time with experts, interactions with peers, and exploration of the goal through several hours of learning through a MOOC: most of these course options of are given from the perspective of other countries with international faculty. • 5 hours participating in a MOOC, or massive online open course, focused on one aspect of their chosen goal. These courses are offered through the SDG Academy site and through other international universities. • A 1-hour interactive learning session with both a local and a global expert on their chosen goal • At least 1 hour spent discussing and ideating with a peer about the goal in each of their respective communities, shared challenges, and possible solutions (the peer coming from a different community than the participants’ own) • Record a reflection after each activity (including one each for global and local expert) in the form of an ongoing journal, concept or mindmap, or audio. • Last, the learner will create original content around their goal to add to our Human Library and for their own professional portfolio. Reflecting on the last 3 activities, they consider what this goal looks like in their community, and how they could apply their skills and knowledge to the goal. Then they create a video, podcast, animation, infographic, data visualization, a written op-ed, etc.
Global Competency through Sustainable Development Goal #13: Climate Action
This badge recognizes the learner's competency in understanding diverse perspectives around—and applying their skills toward—Sustainable Development Goal #13, Climate Action. They learn from experts, peers and reflection.
Students will demonstrate their ability to interact effectively with individuals from diverse backgrounds as well as operate and communicate in different cultural contexts though their interactions with experts from different countries in the world, as well as experts speaking to the “local” context who may have different cultural backgrounds than their own. They develop that skill through their peer-to-peer interactions wherein they explore how progress towards or challenges with Climate Action looks in each of their home communities. Both actively through reflective exercises and indirectly through general interaction with their cohort of learners, plus experts, all of whom represent a diverse array of backgrounds, identities and life experiences, badge earners will develop self-awareness. Students will develop curiosity towards different approaches to grand challenges, and the complexities of how they play out in the unique dynamics of different communities. They will learn through their time with experts, interactions with peers, and exploration of the goal through several hours of learning through a MOOC: most of these course options of are given from the perspective of other countries with international faculty. • 5 hours participating in a MOOC, or massive online open course, focused on one aspect of Climate Action. These courses are offered through the SDG Academy site and through other international universities. • A 1-hour interactive learning session with both a local and a global expert on Climate Action • At least 1 hour spent discussing and ideating with a peer about Climate Action in each of their respective communities, shared challenges, and possible solutions (the peer coming from a different community than the participants’ own) • Record a reflection after each activity (including one each for global and local expert) in the form of an ongoing journal, concept or mindmap, or audio. • Last, the learner will create original content around Climate Action to add to our Human Library and for their own professional portfolio. Reflecting on the last 3 activities, they consider what this goal looks like in their community, and how they could apply their skills and knowledge to the goal. Then they create a video, podcast, animation, infographic, data visualization, a written op-ed, etc.
Global Competency through Sustainable Development Goal #8: Decent Work and Economic Growth
This badge recognizes the learner's competency in understanding diverse perspectives around—and applying their skills toward—Sustainable Development Goal #8: Decent Work and Economic Growth. They learn from experts, peers and reflection.
Students will demonstrate their ability to interact effectively with individuals from diverse backgrounds as well as operate and communicate in different cultural contexts though their interactions with experts from different countries in the world, as well as experts speaking to the “local” context who may have different cultural backgrounds than their own. They develop that skill through their peer-to-peer interactions wherein they explore how progress towards or challenges with Decent Work and Economic Growth looks in each of their home communities. Both actively through reflective exercises and indirectly through general interaction with their cohort of learners, plus experts, all of whom represent a diverse array of backgrounds, identities and life experiences, badge earners will develop self-awareness. Students will develop curiosity towards different approaches to grand challenges, and the complexities of how they play out in the unique dynamics of different communities. They will learn through their time with experts, interactions with peers, and exploration of the goal through several hours of learning through a MOOC: most of these course options of are given from the perspective of other countries with international faculty. • 5 hours participating in a MOOC, or massive online open course, focused on one aspect of Decent Work and Economic Growth. These courses are offered through the SDG Academy site and through other international universities. • A 1-hour interactive learning session with both a local and a global expert on Decent Work and Economic Growth. • At least 1 hour spent discussing and ideating with a peer about Decent Work and Economic Growth in each of their respective communities, shared challenges, and possible solutions (the peer coming from a different community than the participants’ own) • Record a reflection after each activity (including one each for global and local expert) in the form of an ongoing journal, concept or mindmap, or audio. • Last, the learner will create original content around Decent Work and Economic Growth to add to our Human Library and for their own professional portfolio. Reflecting on the last 3 activities, they consider what this goal looks like in their community, and how they could apply their skills and knowledge to the goal. Then they create a video, podcast, animation, infographic, data visualization, a written op-ed, etc.
Global Competency through Sustainable Development Goal #2: Zero Hunger
This badge recognizes the learner's competency in understanding diverse perspectives around—and applying their skills toward—Sustainable Development Goal #2, Zero Hunger. They learn from experts, peers and reflection.
Students will develop curiosity towards different approaches to grand challenges, and the complexities of how they play out in the unique dynamics of different communities. They will learn through their time with experts, interactions with peers, and exploration of the goal through several hours of learning through a MOOC: most of these course options of are given from the perspective of other countries with international faculty. • 5 hours participating in a MOOC, or massive online open course, focused on one aspect of Zero Hunger. These courses are offered through the SDG Academy site and through other international universities. • A 1-hour interactive learning session with both a local and a global expert on Zero Hunger. • At least 1 hour spent discussing and ideating with a peer about Zero Hunger in each of their respective communities, shared challenges, and possible solutions (the peer coming from a different community than the participants’ own) • Record a reflection after each activity (including one each for global and local expert) in the form of an ongoing journal, concept or mindmap, or audio. • Last, the learner will create original content around Zero Hunger to add to our Human Library and for their own professional portfolio. Reflecting on the last 3 activities, they consider what this goal looks like in their community, and how they could apply their skills and knowledge to the goal. Then they create a video, podcast, animation, infographic, data visualization, a written op-ed, etc.
JEDI (Justice, Equity, Diversity, and Inclusion)
This badge explores aspects of cultural awareness, openness, and identity that are foundational to concepts of justice, equity, diversity, and inclusion (JEDI). This badge is a starting place for cultivating skills that embed JEDI in our daily personal, professional, and academic experiences. As such, we highly encourage you to take advantage of the many trainings, workshops, courses, seminars, etc. available at UNL so that you may further your JEDI skills.
Through this badge participants will engage in group discussions and activities to become more familiar with key concepts related to JEDI. Through these group experiences participants will also practice self-reflection to enhance personal awareness of the role of power, privilege, and identity in personal and professional spaces. Following these collaborative learning experiences, participants will connect JEDI concepts to their individual experiences by completing a short series of written exercises. These exercises are designed to encourage participants to demonstrate their new understanding of JEDI concepts and how they apply to both the personal and professional experiences of the participant. These reflective writing pieces will be evaluated by JEDI content experts, enabling feedback and dialogue between experts and trainees to further participant skill development. Learning Outcomes: Participants will be able to define and explain the concepts of Justice, Equity, Diversity and Inclusion (JEDI). Participants will be able to identify types of bias and stereotypes, and apply strategies for addressing these stereotypes. Participants will be able to connect and integrate JEDI concepts to their personal understanding of identity and lived experiences. Badge Features: Initial assessment of JEDI understanding Training Sessions: 1. OUCH! Training (OASIS) 2. Social Justice Training (LGBTQ+ Center) If either session has been completed in the last year (since Fall 2020 - must provide evidence of completion) then the Diversity & Inclusion Basics Training (OASIS) will be offered as an alternative IF you would not like to repeat the session. Reflective writing exercises Re-assessment of JEDI understanding
Workplace culture is a BIG part of both employee engagement and retention. Join this 6-part series as we explore this important topic together and identify specific strategies you can use as an individual or with your team to invest in a positive workplace culture. Resources and optional readings/videos will be provided in advance of each session so that discussion and reflection can take place during the workshop. Each hour-long session will look at strategies, discuss new ideas, and answer questions. This is a PARTICIPATORY workshop for those interested in taking the next step and focusing on actionable steps for a positive change of culture.
In order to earn the digital badge, participants will need to participate in all 6 sessions. No final work product will be requested, but an action plan will be requested at the end of each session in order to encourage adult participants to reflect on and implement the new strategies from each of the 6 workshops.
This badge recognizes the earner’s competency in executing a basic digital communications campaign. Students will develop, execute and measure a digital communications campaign—including website content, social media assets and/or marketing emails—for an event, program, or other entity related to UNL’s Institute of Agriculture and Natural Resources. Students who pursue this badge will work with an IANR Communications staff member to identify a single program or event to promote, determine objectives (increased awareness, certain number of registrations, etc.), and then design assets and share them across one or more social media and other digital communications platforms. Platforms could include content on a website, social media channel(s), marketing email, online photo gallery, video, and/or others. At the end of the campaign, students will look at the reach and engagement of the campaign, assess which elements were most and least successful, and determine whether the campaign met its goals.
Badging Criteria: Completion of the badge will illustrate to potential employers that learner is able todevelop a basic digital communications including: a) goal setting and conception of campaign b) creation of assets c) analysis of reach of each element (how many social media impressions, how many people opened a marketing email, etc). d) assessment of which element of the campaign were the most and least successful e) statement of what they learned Upon competition of campaign, learner will compile the information listed in the bullet points above into a brief report. Badge will be awarded based on completion and submission of report.
Exploring complexity: UN Sustainable Development Goals and Personal Interests
This badge recognizes competencies in introductory systems thinking and STEM-informed decision-making skills and exploring personally meaningful complex problems within the food-energy-water nexus.
Badge earners completed a series of asynchronous online learning modules focused on 1) introducing complex problems using the United Nations Sustainable Development Goals (UN SDGs) as a framework and 2) learning and applying a variety of systems thinking and data-informed decision-making tools and strategies to better understand and address complex problems. Modules focused on topics including: • Exploration of the UN SDGs and alignment with personal interests • Introducing system thinking and STEM-informed decision-making habits of mind for beginners • Supporting curiosity and exploration of complexity through systems modeling and data analysis By the end of the learning sequence, earners gained knowledge and skills to better identify, understand, and address a personally meaningful UN SDG.
Planning for Complexity: Developing an informed action plan
This badge recognizes competencies in applying systems thinking and STEM-informed decision-making skills during the creation of an action plan aimed at addressing a personally meaningful, complex problem in the food-energy-water nexus.
Badge earners completed a series of asynchronous online learning modules that incrementally contributed to the creation of an action plan to address a complex problem within the food-energy-water nexus that is of personal interest to the badge earner. The development of the action plan provides evidence of the earner’s mastery of the content. Modules focused on topics including: • Intermediate systems thinking and STEM-informed decision-making habits of mind • Iterative systems modeling practice (including successive approximation via self-reflection, diverse perspective taking. surfacing and testing assumptions, and checking for bias in mental models) • Systems analysis to identify leverage actions, anticipate impacts of time delays, and consider short-term, long-term, and unintended consequences • Data collection and analysis to support informed decision making and course-correction • Social-emotional learning concepts and skills to support collaborative action • Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills
Grappling with complexity: Taking informed action
This badge recognizes competencies in applying systems thinking and STEM-informed decision-making skills while implementing an action plan aimed at addressing a personally meaningful, complex problem in the food-energy-water nexus.
Badge earners demonstrated competency through 1) attendance and participation in a campus-affiliated mentoring program (e.g. Changemaker program, Cultivate ACCESS, etc.). and 2) implementation of a previously created action plan while under the guidance of a mentor. In addition, the earner successfully completed a series of asynchronous online learning modules which incrementally contributed to the implementation of their action plan. Modules focused on topics including: • Advanced systems thinking and STEM-informed decision-making habits of mind • Analysis of power structures • Impact through policy • Data collection and analysis for successive approximation (e.g. course correction) • Youth leadership • Community organizing 101 • Case studies of successful youth-led social media campaigns • Communication strategies (e.g. social media, infographics, etc.) for effectively engaging with others toward collective action
In 2019, Nebraska passed LB 304 allowing individuals to sell homemade foods already authorized for sale at farmers’ markets directly to consumers at the producer’s home, fairs, festivals, other public events or online for pick-up or delivery—all within the state of Nebraska. While this expansion to the cottage food law does not allow indirect sales (wholesale, retail stores, etc.), Nebraska producers can now sell non-potentially hazardous food outside of the farmers’ market season with no sales limit, if the following is kept in mind: venues and services, foods, business requirements and labeling.
The participant has spent 1 1/2 hours learning how to safely produce, package, label, store, and transport approved food products. They learned how to address the risk of foodborne illness and consider appropriate mitigation strategies to prevent them. This will allow the learner to fulfill the requirements to register to become a Cottage Food producer and sell safe non-TCS foods in the state of Nebraska.
Completing: Exploring Complexity, Planning for Complexity and Grappling with Complexity.
Taking Tech Outside – Level 1: An introduction to the BBC micro:bit and computational thinking
The badge recognizes the earner’s competencies in creating and transferring block-based code from the MakeCode for micro:bit platform to the BBC micro:bit and recognizing ways to practice computational thinking in daily life
Badge earners completed a series of asynchronous online learning modules focused on introducing the BBC micro:bit, the MakeCode for micro:bit coding platform, and computational thinking basics. Modules supported badge earners in developing the following: • Technical knowledge of the BBC micro:bit and the block-based MakeCode for micro:bit coding platform • Pedagogical knowledge of the Use-Modify-Create learning progression to support computational thinking skill development
Taking Tech Outside – Level 2: Using BBC micro:bits and Garden TOOLS curriculum to support exploration and curiosity in school gardens
The badge recognizes the earner’s competencies in coding BBC micro:bits to explore environmental conditions in school gardens and being familiar with the Garden TOOLS curriculum to support agricultural technology experiences with youth in grades 3-8.
Badge earners completed a series of asynchronous online learning modules focused on gaining the necessary knowledge and skills to confidently and competently engage youth in grades 3-8 with the Garden TOOLS curriculum in an outdoor setting. Modules supported badge earners in accomplishing the following: • Code and use BBC micro:bit microcontrollers to measure light level, temperature, and soil moisture • Leverage technology tools and the Garden TOOLS curriculum to support curiosity and open-ended exploration of school gardens • Become familiar with strategies to scaffold coding experiences in alignment with the Use-Modify-Create learning progression to develop students’ computational thinking skills
Taking Tech Outside – Level 3: Reflecting on Garden TOOLS curriculum implementation
The badge recognizes the earner’s competencies in facilitating agricultural technology experiences with youth in grades 3-8 using the Garden TOOLS lessons and engaging in reflective practice to improve future implementation.
Badge earners implemented the Garden TOOLS curriculum with youth in grades 3-8 and engaged in reflective practice to improve future implementation. Competency is demonstrated through the badge earner’s submission of a video reflection after implementing at least three lessons from the Garden TOOLS curriculum in a formal or non-formal education setting.
Badge recipients participated in a week-long professional development program conducted by the Nebraska Beef Council designed to prepare students to be future leaders who can professionally communicate with varied audiences regarding current and emerging issues important to the beef industry. Badge recipients enhanced their knowledge by networking with appointed and elected leaders associated with various segments of the Nebraska beef industry. Badge recipients enhanced their communication skills and understanding of of the impact of varied communication methods as they utilized social media, traditional written media, and radio for producer and consumer outreach. Finally, badge recipients engaged in various Nebraska Beef Council programming activities and should now more thoroughly understand the importance of the Beef Checkoff and role of State Beef Councils in support of the beef industry.
To earn this digital badge, students participated in a 5-day professional development facilitated by the Nebraska Beef Council that included industry networking opportunities, beef quality assurance training, and agricultural advocacy training. Students then engaged in consumer and producer outreach through the development and dissemination of communication materials that addressed current and emerging issues related to the beef industry.
Engagement in Animal Science Pedagogy - Foundational Teaching
Engagement in Animal Science Pedagogy - Foundational Teaching badge image
This badge recognizes the earner’s competency as an educator. Upon completion of the badge they will have participated in a hands-on teaching experience, group discussions on educational theory, and developed a teaching philosophy as part of their graduate degree program.
Engage in 2 semester-long teaching experiences, preparing and delivering content through interaction with students and faculty feedback to develop communication skills. Develop a teaching philosophy through critical examination of literature, hands on experiences, and interaction with faculty.
Engage in a teaching experience, preparing and delivering content through interaction with students and faculty feedback to develop communication skills. Develop a teaching philosophy through critical examination of literature, hands on experiences, and interaction with faculty.
Engagement in Animal Science Pedagogy - Applied Teaching
Engagement in Animal Science Pedagogy - Applied Teaching badge image
In addition to the criteria for the Foundational Teaching Level, participate in approximately 30 hours of instruction in Animal Science pedagogy through workshops, classes, tutoring, research, or extension activities.
Engagement in Animal Science Pedagogy badge image
In addition to the criteria for the Foundational and Intermediate levels, participate in approximately 60 hours of instruction in Animal Science pedagogy through workshops, classes, tutoring, research, or extension activities.
This workshop will follow the Yale coursework shared for free by Yale professor, Dr. Laurie Santos. We will follow the self-guided coursework and then meet every other week to discuss the concepts and hold each other accountable to implement the new practices. Throughout the seven sessions, you’ll have the opportunity to enhance your own well-being by implementing research-based strategies in your own life.
Participants will assess their current level of happiness, learn additional ways to leverage their strengths to improve their well-being, learn the science behind well-being, learn and practice how to integrate new happiness habits into their lives.
This badge assists CASNR Change Maker scholarship recipients with their holistic and Change Maker project development. The Change Maker Digital Badge is only available to CASNR students who have been awarded a Change Maker scholarship.
As a member of Change Maker, students will be able to… Increase their understanding of themselves and their ability to make changes in their local and global environments Create valuable connections with the UNL community Use their spirit of innovation to build avenues to address Grand Challenges
The purpose of this course is to teach Spanish that is applicable to agriculture operations and related industry in the central plains of the United States. The class favors Mexican Spanish due to the fact that most agriculture workers in the U.S. are from Mexico or of Mexican heritage. The language presented, however, should be understood by most Spanish speakers.
Learners will be expected to demonstrate proficiency in: • Basic sentence structure for use in functional, conversational Spanish in an agricultural setting. • Recognize and utilize agricultural terms in Spanish. • Gain confidence in listening and speaking in Spanish • Understand and give basic instructions and commands in agricultural settings. • Associating Spanish terminology with English terminology. • Increase cultural awareness and understanding of the values of traditional Hispanic cultures. These will be evaluated via participation in lecture portion and submission of multiple videos demonstrating agriculturally related task and speaking with native Spanish speakers.
This module is designed to provide agribusiness professionals with an introduction to genetic engineering in plants. Learners will be provided with information about the basic steps needed to produce a genetically engineered plant. There will be a focus on methods used to develop current crops and future products. Learners will become familiar with the genetic engineering process, learn how changes in the different steps of the process influence the final plant product, and see how genetic engineering technology plays a role in creating new genetically engineered plants.
Learners will spend approximately 40-60 hours completing the module and show mastery of the content by earning 70% or higher on quizzes.
Disease Resistance Breeding: Transgenic Strategies
This module is based on research publications and extension resources about the discovery and use of transgenes to provide disease resistance in crops. The focus will be on preventing the occurrence of phytophthora disease in soybean. This module is a companion module to Disease Resistance Breeding: Phytophthora Resistance in Soybean Case Study and may be taken before, after, or simultaneously. The targeted learner is expected to have completed undergraduate level coursework in genetics.
This module is designed to provide agronomy, seed and agribusiness professionals an understanding of the genetic basis for variation observed among agronomic crops and weed populations, and explore its relationship to the development of new traits in crop varieties. Agribusiness professionals learn how to explain variation observed in plant families and populations using classical and molecular genetic principles using whole-plant trait observations and molecular analysis. Learners explore the information through several genetic studies on crop and weed species.
Learners will spend approximately 60-80 hours completing the module and show mastery of the content by earning 70% or higher on quizzes.
Genetic Principles: Inheritance in Families and Populations
This module covers the genetic principles of inheritance in plants and animals and their significance in biology and agriculture will be discussed. Topics include the physical basis of heredity in families and populations. This is the first module in the Genetic Principles series.
Disease Resistance Breeding: Phytophthora Resistance in Soybean Case Study
This module is based on research publications and extension resources about oomycete diseases and provides the learner with a baseline of oomycete disease biology in soybean. Learners will be able to compare the genetic difference between seed products used to combat diseases caused by oomycetes. This module is a companion module to Disease Resistance Breeding: Transgenic Strategies and may be taken before, after, or simultaneously. The targeted learner is expected to have completed undergraduate level coursework in genetics.
Genetic Principles: Chromosomes and Genes
This module provides an introduction to chromosome biology and variation, cell division, and gene mapping. This is the second module in the Genetic Principles series.
Genetic Principles: Molecular Genetic Engineering and DNA Testing Methods
This module discusses the molecular basis for gene expression and modern genetic engineering tools used in animal and plant systems. This is the third module in the Genetic Principles series.
Plant Breeding for Non-Plant Breeders: An Introduction to Basic Concepts
Meeting the global demands for food, fuel and fiber will, in part, depend upon the development of new crop genetics and varieties. These new varieties will need to have unique genes that allow the crop to yield higher than before, be grown in ever-changing environments such as periods of drought, and withstand stress due to insects, pathogen and weed pressure. This requires a team effort with others who have expertise in: plant breeding, weed science, plant pathology, entomology, chemical science, plant biology, applied agronomy (crop production), mechanical engineering, farmers, seed sales professionals, etc. This module will help participants obtain a conversational knowledge of plant breeding in order to understand basic principles and better communicate with others on the team no matter the role each plays in this global effort.
How to Get a Job in Agricultural Sciences, Natural Resources, and Beyond!
After graduation, it’s all about getting that first job in your career field of choice. With this digital badge, you’ll learn new job search strategies and gain a greater understanding of the job market. For example, mock interviews will get you ready for the real thing. You will also discover how to make the most of career fairs and how to prepare an effective resume and cover letter.
In order to earn this badge, participant needs to: Have a resume review with a CASNR Peer Career Coach individually or through a resume lab Have a cover Letter review with a CASNR Peer Career Coach individually or through a resume lab Establish three references Get permission from someone on campus Get permission from someone who used to be a supervisor Get permission from a third person Review document with a CASNR Peer Career Coach individually or through a resume lab Interview Practice Do a practice interview with a CASNR Peer Career Coach individually or through a resume lab Conduct a virtual practice interview BigInterview Attend a career fair Research companies attending Meet with a CASNR Peer Career Coach to learn tips and tricks of attending a career fair individually or through a resume lab Interact with three employers of interest Have a professional photo taken while attending the career fairs If have previously attended a career fair, must provide evidence that they attended in the last year (beginning Fall 2023). Provide a portfolio of finished documents to CASNR Career Development team member
Life After College in Agricultural Sciences, Natural Resources and Beyond
It’s one thing to get your first job. It’s another thing to thrive in it. “Life After College” prepares you to be successful once you’re in a company or organizational environment. You’ll learn how to set yourself apart in terms of involvement and engagement with your new employer. The badge covers important basics such as handling credit, investments, budgeting, networking, and other fundamentals that will help you not just survive that first year on the job—but thrive!
-Build a budget -What is credit, how can you get it, and techniques to keep it -Visit with an investment advisor -Attend a networking event and visit with at least three people -Conduct an informational interview with someone who has a career of interest to you -Gain advice about the first years after college and transition to your first job -Final Project: Create a Top 10 list of advice from what you learned and turn it into the CASNR Career Development and Corporate Relations Director
This digital badge is an online platform that will immerse learners in the wonderful world of bacteria and the overall discipline of bacteriology. Leaners will learn that bacteria are very different from us but follow the general principles of life like other organisms. Bacteria have evolved incredible strategies to thrive and survive in many different environments including non-living surfaces, and other living organisms. In this course, you will appreciate how bacteria can exhibit distinct lifestyles. Lessons include general concepts that are shared among groups on bacteria as well as explorations into detail strategies that particular groups of bacteria use to adapt to distinct environments.
Learners will work on 15 online lessons that include PowerPoint presentations, videos and scientific manuscripts and will complete assignments including quizzes, weekly writing formative assessments and a final writing portfolio.
Introduction to Hybrid Breeding: Understanding the Process
This module is an introduction to the processes of a comprehensive and sustainable hybrid breeding program that creates, evaluates, and releases or commercializes genetically improved hybrids. The module content is centered on real-world hybrid breeding examples and heavily based on the maize breeding model with a strong industry perspective.
Learners will spend approximately 60-80 hours completing the module and show mastery of the content by earning 70% or higher on coursework.
Learner will need to complete 12 units of the following course offerings: Genetic Engineering in Plants Introduction to Hybrid Breeding Plant Breeding for Non-Plant Breeders Genetic Principles: Molecular Genetic Engineering and DNA Testing Methods Genetic Principles: Chromosomes and Genes Genetic Principles: Inheritance in Families and Populations Plant Genetics Disease Resistance Breeding: Phytophthora Resistance in Soybean Case Study Disease Resistance Breeding: Transgenic Strategies
This online module is ideal for learners in agronomy, seed, agribusiness, and other agriculture professionals who desire a basic understanding of how genetics is applied to plant improvement or those who want to gain more knowledge in plant breeding. This module will present the goals for plant improvement and how plant breeders apply theories and methods to make genetic improvements.
This is a 3 unit module delivered on Moodle/Extension Foundation and registration is through CVENT. This module can be completed individually for a module badge or combined as part of the 12-unit overall Plant Breeding and Genetics Badge.
This six-week workshop is designed to enhance the capacity of women entrepreneurs from the Echo Collective to be more successful in their initial small enterprise launches.
Entrepreneurial skills encompass the capacity to innovate, assume risks, and stimulate the expansion of a business by recognizing and capitalizing on market opportunities.
Merchandising refers to the tactical promotion and selling of products, particularly in retail settings, by employing attractive displays, pricing, and selection, while taking into account customer behavior and market trends.
Operational Process Reviews are assessments of business processes to identify areas for improvement and ensure alignment with organizational goals and standards.
Developed awareness about intercultural business communication Establish customer discovery, product market fit, product pricing and marketing/merchandising strategies for an early stage small enterprise. Create a working model of enterprise processes and operations.
IANR Graduate & Professional Student Leadership Accelerator
Badge recipients will complete a modular, experiential leadership development experience designed to equip graduate and professional students with strategic program planning and execution skills. Participants will conduct a data-driven needs assessment, design and facilitate targeted interventions, and apply evidence-based evaluation methods to measure program impact. Through the Leadership Accelerator, recipients will demonstrate collaboration, problem-solving, and organizational leadership, actively enhancing their departments' graduate and professional student experience.
Leadership development focuses on enhancing individuals' skills, behaviors, and abilities to take on leadership roles, driving organizational performance and achieving strategic objectives.
Strategic thinking is the capacity to evaluate intricate scenarios, foresee future possibilities, and create long-term strategies for attaining objectives, all while adjusting to shifting conditions and incorporating varied inputs.
Impact assessment entails the thorough examination of prospective effects, spanning social, economic, environmental, and other essential aspects, arising from actions, initiatives, or decisions.
Program Implementation is the execution of project plans, coordinating activities, resources, and stakeholders to achieve intended outcomes of a structured set of related projects or initiatives.
Program evaluation is a structured approach to analyzing program design, execution, and results to assess performance and inform improvements.
1. Conduct a needs assessment assessing graduate and professional students' salient needs in their departments. 2. Develop a program that addresses the need(s) identified in their needs assessment. 3. Facilitate their program to graduate and professional students in their departments and evaluate its effectiveness.
This badge recognizes the earner’s skills and development obtained through completing the 10-week Rural Fellows program. This includes community leadership, inclusive leadership, project management, mentorship, cross-generational collaboration, and experience living and working in rural communities.
To gain the badge, the earner must be accepted and complete the Rural Fellows program and all of the training and experiences incorporated into the program. Badge earners demonstrated their leadership capacities during the Rural Fellows program and Academy, which includes training, living and working in a rural community and engaging with other fellows in a community of practices for 10 weeks. Topics learned in the Academy portion of the experience include Emotional Intelligence, Logic Models, Personalities and Strengths, and Communications and Storytelling. The earner then worked collaboratively with their community teams and completing group activities aimed to connect community teams prior to their community experience and develop their inclusive leadership skills. During the community experience, earners collaborated with rural community members towards a common goal that has been identified by the community. During this process, the badge earner utilized the skills and knowledge gained from their training in order to enhance collaboration and strengths to achieve the tasks at hand. To demonstrate the capacities required of the community leadership badges, earners participated in a check-in, social media update, and a final presentation to share their experiences with inclusive leadership.
This experience prepares students to work with animals in captive settings. The Animal Care 1 badge focuses on the skills and knowledge expected of a professional in this field with topics including institutional animal care, basic animal learning, zoo regulations and inspection, safe work with zoo animals, and basic zoonotic diseases.
Badge earners completed a non-credit course (NRES 042) consisting of a series of five on-line modules with from Collaborative Institutional Training Initiative (animal care) and the San Diego Zoo's Global Academy. Each module required 1-2 hours to complete, and students successfully completed a unit-ending quiz. After completing all required modules, students were evaluated for the digital badge based on a series of reflection essays. The badge was approved by Dr. Larkin Powell in the School of Natural Resources.
This experience is a second-level preparation for work with animals in captive settings. The Animal Care 2 badge focuses on the skills and knowledge expected of a professional in this field with topics including nutrition, ethics of animal care, operant conditioning and behavior management, safe handling and restraint, and zoological record keeping.research and zoo animal care.
Badge earners completed a non-credit course (NRES 042) consisting of a series of five on-line modules with from the San Diego Zoo's Global Academy. Each module required 1-2 hours to complete, and students successfully completed a unit-ending quiz. After completing all required modules, students were evaluated for the digital badge based on a series of reflection essays. The badge was approved by Dr. Larkin Powell in the School of Natural Resources.
Hands-on Research Experience in Biological Systems Engineering
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Gain real-world research experience with the Hands-on Experience in Research Badge! This microcredential recognizes students who can design and perform reproducible experiments in biosystems engineering labs. Earners demonstrate core research competencies—implementing technical skills, articulating scientific questions, accounting for data quality and instrument limits, and interpreting results with rigor. Showcase your readiness for internships, labs, and research teams with verified experience that sets you apart.
Experimenting is a methodical approach to examining ideas, finding new knowledge, or improving solutions by conducting trials, analyzing results, and controlling variables.
Laboratory Equipment refers to the specialized tools and instruments employed by scientists and technicians for conducting experiments, gathering data, and performing analytical tests in a controlled setting.
Laboratory experience refers to the practical knowledge gained through hands-on work with scientific techniques, tools, and data analysis in a controlled laboratory setting.
Data Accuracy refers to the reliability, consistency, and precision of data in accurately representing real-world entities or events for decision-making and analysis.
Scientific Instrumentation entails designing, calibrating, and employing devices for measuring, controlling, or analyzing physical, chemical, or biological phenomena in scientific and industrial settings.
Experimental Research is a systematic investigation technique that manipulates variables to determine cause-and-effect relationships under controlled conditions.
Learners must complete the following. 1. Implement 5 unique research skills (determine by discussion with faculty advisor) 2. Articulate a relevant research question behind the use of one of the specific skills learned
Identifying Subtle Behavioral Signs of Stress in Dogs
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This course aims to teach people how to identify subtle behavioral indicators of stress in dogs. Dogs are constantly communicating with other dogs and humans. The difference is that humans, a lot of the time, do not pick up on the behaviors dogs are using to communicate. Other dogs, on the other hand are fluent in this "language" and this helps them avoid conflicts in their daily endeavors. Sometimes the cues dogs give appear similar to cues thathumans may use, so we may interpret them having the same meaning. However, this is not always the case! Dogs cues are often misinterpreted by humans, which can lead to miscommunication between a dog and its owner. This course will allow people to better understand their dogs to improve their relationship and bond!
To earn this badge, individuals will have needed to successfully identify 9 different behavioral indicators of stress in dogs in various video assessments.