The number of science, technology, engineering, and math (STEM) jobs in the United States, particularly within agriculture, currently outpaces the number of qualified applicants. Undergraduate general education science requirements in agriculture colleges promote agricultural STEM fields and recruit students. These courses may reach large numbers and provide real-world context that increases student career interest. One factor affecting student career choice is identity, but little research examines the impacts of these general education courses on identity development. Using a Likert-scale instrument to measure science identity in students in a general education biohistory course at a large university in the southeastern U.S., we found differences among students: in face-to-face versus online versions of the course, among gender and ethnic groups, and from beginning to end of the course. This instrument can help identify groups that may benefit from particular attention, as well as ways courses may impact groups differently.