14 pages, One of the tools middle school SBAE teachers can use to deliver the total program is research-based SAEs, for which students can receive recognition through the FFA Agriscience Fair. This study examined why middle school SBAE teachers implemented the FFA Agriscience Fair into their programs. This study built on previous literature in this area, but with a specific focus on middle school programs. Using a qualitative case study, seven teachers that had various levels of use with Agriscience Fair were interviewed. Teachers were categorized into their levels of use for this innovation and spanned across multiple levels. Major themes from the interviews emerged that found the Agriscience Fair award area was a tool that teachers used to help strengthen their program by enriching the program offering and providing hands-on learning for students. Themes of teachers learning to figure out the complex rules of the competition to be successful as well as using relationships to help students be successful emerged. Recommendations were made to make the award area more intuitive, especially for teachers who are newer to the implementation including providing examples of manuscripts and presentation materials, providing lesson planning resources, and professional development.
18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
6 pages, With most of the student attrition occurring early in undergraduate educational programs (Braunstein et al., 1997) it is necessary to interest and motivate students early on. The demographics of animal science students have shifted to students with minimal background in food producing animals. This presents a unique challenge as the current student population represents a diverse array of backgrounds and prior experiences. As a result, students enroll in undergraduate animal science programs with various expectations for their undergraduate degree and a focus primarily on careers in veterinary medicine. To engage all students, interest and motivation need to be generated. This review will use motivational frameworks as outlined by the self-determination theory, expectancy value theory, and interest, to explain the impact of the proposed solutions. Active learning classroom strategies are linked to increased knowledge compared with traditional, passive classrooms (Wells et al., 2019). Active learning shifts from a traditional teaching model to a student-centered model, which transitions instructors to facilitators of learning. This review summarizes current proposed pedagogies that have been researched in animal science classrooms such as experiential learning, flipped classrooms, hands-on animal experience, undergraduate research experiences, mentorship opportunities, capstone experiences, service-learning experiences, team-based learning, and cooperative learning. The limitations of these proposed pedagogies and the future research needed are also discussed.
Littlefield, Joanne (author / Abraham Baldwin Agricultural College)
Format:
Presentation
Publication Date:
2020-10-26
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 202 Document Number: D11942
Notes:
PowerPoint visuals from webinar presented to the Society of Agricultural Communication Scholars on October 26, 2020. 16 pages., Presentation featuring techniques and principles of incorporating visual communication into agricultural communication teaching and research efforts.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 142 Document Number: D11531
Notes:
5 pages., Retrieved April 4, 2020, from the Campus Explorer website., Identified selected agricultural communications and journalism education programs at U.S. colleges and universities.
8 pages., Article # 5TOT6, via online journal., To determine how Extension educators can use environmental education materials to develop life skills in youths, we correlated a national environmental education curriculum developed by Project Learning Tree (PLT) to the 4-H Life Skills Wheel. Youth development professionals can use the resulting correlations to determine which life skills the various PLT activities help develop. The correlation results also provide insights regarding how PLT activities help develop head, heart, and hands skills.
14 pages., via online journal., The smartphone is perhaps the most influential device in modern society. Research has indicated
students perceived that using smartphones in the classroom aided learning. However, most American
high schools ban students from using phones in the classroom. Previous research supports the idea
that advanced smartphone applications in student- centered learning environments can improve
achievement and motivation. Currently, there is little in the agricultural education literature pertaining
to smartphone enhanced learning among secondary agriculture students. This study compared
motivational differences between non-equivalent comparison groups. Secondary agricultural students
from 13 schools across Louisiana completed the Course Interest Survey to measure motivation during
a forestry unit. Data were analyzed using Hierarchical Linear Modeling. The analysis rendered no
statistically significant differences between the groups in motivation. It was concluded that
smartphones do not reduce motivation and should be considered in agricultural education classrooms
where policy permits.
6 pages., Article # 1IAW7, Via online journal., A 6-hr train-the-trainer workshop focused on introducing the concept that insects may play a significant role in food security as the world population is projected to exceed 9 billion people by the mid 21st century. Workshop topics including cultural, nutritional, culinary, and commercial aspects surrounding edible insects were presented and packaged into a formal curriculum for later use by the participants. A 12-item sensory evaluation of insect-fortified foods provided participants a tangible experience with product palatability. By the end of the workshop, participants had increased various dimensions of their knowledge about edible insects and reported a generally positive perception toward insect-based foods.
