Abstract

The agricultural and life sciences communication profession is evolving in response to global agricultural shifts, rapid technological advancements, and heightened sociopolitical attention to issues such as food security and public health. These changes demand professionals who are not only proficient in translating complex scientific concepts but also effective at combating misinformation, engaging diverse audiences, and using digital tools. Higher education institutions must therefore ensure that curricula remain relevant, equipping graduates with both foundational and emergent skills. This study sought to identify industry expectations and professional competencies to inform the design of a new undergraduate major in life sciences communication at Virginia Tech. A qualitative research design was employed, guided by the U.S. Department of Education's Employability Skills Framework. We conducted semi-structured interviews with 12 agricultural and life sciences communication professionals representing organizations across the Mid-Atlantic region. Findings revealed three broad domains of skills essential for early-career success: applied knowledge, effective relationships, and workplace skills. Participants emphasized the importance of strong writing and critical thinking, while also highlighting the need for visual communication, storytelling, and digital fluency. They also highlighted the central role of experiential learning in bridging the gap between academic preparation and workplace demands. Findings also pointed to growing expectations for systems thinking and ethical use of artificial intelligence in communication practices. Beyond informing the development of the new major at Virginia Tech, this study contributes to broader conversations on aligning agricultural and life sciences communication education with workforce expectations in a dynamic and complex communication environment.

Keywords: agricultural communication, science communication, communication education, curriculum development, workforce alignment

How to Cite:

Akowuah, Y. A., Parrella, J. A., Spence, J. R., & Rutherford, T. (2026). Listening to the profession: Insights from an industry needs assessment to inform curriculum for a new life sciences communication major. Journal of Applied Communications, 110(2), 1–24. https://doi.org/10.4148/jac.20869