542 Rethinking/reexamining Grand Challenges Within Teaching for Workforce Readiness – a Scorecard and Recalibration

Abstract The ASAS Public Policy Committee (PPC) provides updates of Grand Challenges (GCs; www.asas.org/about/public-policy/asas-grand-challenges) which clearly articulate research priorities while providing science-based information for shaping public policy, and to enhance future funding for research and education programs in animal sciences (AS). In this nexus symposium for 2021, PPC examines previous stated priorities and provides a progress report card and offers additional perspectives and recommendations for research needed to address some of the GCs continuing to face animal agriculture. Among the GCs is teaching for workforce readiness (WR) as the preparation of graduates for diverse roles in the modern workforce has provoked substantial research in recent years. Ensuring new and returning workplace entrants are prepared to enter the workforce with requisite knowledge, skills, abilities, and experiential attributes required in a diverse array of occupations is a GC. Through an examination of the past, present and future instructional landscape, we will examine a gap which exists between WR and expectations of future employers. Expected employee competencies will include critical thinking and problem solving, mastery of human relationship skills and leadership mindsets, diverse and effective communication abilities, influence skills and workplace emotional intelligence. Instructive to meeting the GC are principles identified in ASAS Accreditation Standards for Animal Science Programs. Those standards strive to ensure graduates can communicate the importance of animal agriculture and STEM biology to an increasingly non-ag world. Among the GC of providing experiences are increased emphasis on high-impact programming around internships, externships and apprenticeships layered onto a knowledge, scaffolded curriculum. Use of research methodology to develop and incorporate into practice varied instructional modalities, technologies and practices within a dynamic higher education landscape requires intentional, systematic, and iterative scholarly approaches; which will enable creation of adaptive learning experiences and learning outcomes needed for an ever-changing workplace with its unique challenges and opportunities.