Knowledge gaps in the context of agriculture contribute to mistrust and negative worldviews of the animal agriculture sector. The purpose of this quasi-experimental survey study was to quantify the perceived connection of participants to food production, assess their understanding, knowledge, and perceptions of animal agriculture (AA) and food production (FP), and determine predictors that may have contributed to their knowledge and perceptions of animal food production. The convenience sample for this study was a southeastern land grant institution, n = 265. An Animal Agricultural Knowledge and Perceptions Questionnaire and a Food Familiarity Index Questionnaire were included in the electronic survey. The study reported that nearly 50% of the participants showed negative perceptions of animal agriculture (p < 0.05) regardless of the food familiarity scores. Natural and self-identified demographic characteristics impacted the knowledge and perceptions of AA including gender, ethnicity, dietary preference, perceived connection to FP, and affiliation with the College of Agriculture (p < 0.05). By identifying topics and ideas that are of great concern and little understanding, future perceptions and purchase intentions can be improved. Additional research should replicate the findings with broader question pools and other demographic groups to identify areas that need improvement in agriculture communication efforts designed to dispel misinformation.

Higher education instructors may include interdisciplinary subjects in the classroom to encourage diverse yet balanced learning. Agriculture is a challenging subject of study that includes elements of art, engineering, and science. Although it is important to know if teachers in higher education incorporate agriculture in their lectures, it is more useful to comprehend the attitudes or opinions that are expressed. The purpose of this study was to determine whether higher education instructors mention agriculture in simulated discussion prompt generation and, if so, indicate the responses of positive, negative, and neutral sentiment towards agriculture. An electronic survey asked teaching faculty from multiple land-grant institutions to respond to a randomized prompt related to their declared area of interest. Qualitative methodologies included open response coding, and reliable and validated thematic coding served as the primary analysis. The study reports that 25 of the 59 responses included comments about agriculture and 72.0% of the responses were neutral. The rest painted agriculture in positive (8.0%) or negative (20.0%) interpretations. The results of the study reveal the challenges that teachers face in making interdisciplinary leaps, including agriculture in the classroom, without risking the spread of inaccurate information. Additional research should be conducted to understand the impacts of loaded language on students’ perceptions of agriculture using the results produced by the current study.