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Purposes, Activities, And Documentation Of Early Field Experience In Agricultural Teacher Education: A National Delphi Study, Scott Smalley, Michael S. Retallick 2016 Oelwein High School

Purposes, Activities, And Documentation Of Early Field Experience In Agricultural Teacher Education: A National Delphi Study, Scott Smalley, Michael S. Retallick

Michael Retallick

The purpose of this Delphi study was to identify the purpose, expected outcomes, and methods of documenting preservice teacher early field experience (EFE) activities in agricultural teacher education programs. A Delphi technique was used to electronically collect data via email and SurveyMonkey®. An expert panel was established and after three rounds of questioning, the panel identified 16 purpose statements, 14 activities and 9 methods of documenting EFE. The findings of this study, as established by a panel of experts who reached consensus, indicated that EFE should be documented via a combination of journaling and portfolio development. The verification of these ...


Fifteen Year Enrollment Trends Related To The Three Components Of Comprehensive Agricultural Education Programs, Michael S. Retallick, Robert Martin 2016 Iowa State University

Fifteen Year Enrollment Trends Related To The Three Components Of Comprehensive Agricultural Education Programs, Michael S. Retallick, Robert Martin

Michael Retallick

The purpose of this study was to identify the agricultural education enrollment trends in Iowa using 15 years of data collected from 1991 to 2005. It was found that agricultural education enrollment, Supervised Agricultural Experience (SAE) participation, and FFA membership have grown. Using annualized growth rates, agricultural education enrollment (4.06%) grew more rapidly than SAE participation (1.65%) and FFA membership (2.39%). Although growth was realized in all three components, the widening gap between students who only enroll in agricultural education and those who also choose to participate in SAE and FFA is a concern. Increased female participation ...


Early Field Experience Documents In Agricultural Education, Michael S. Retallick, Gregory Miller 2016 Iowa State University

Early Field Experience Documents In Agricultural Education, Michael S. Retallick, Gregory Miller

Michael Retallick

The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program’s teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and objectives of this study. Thirty-eight of the 82 agricultural teacher education programs responded by providing 57 unique, usable EFE documents. The study found that the most common purposes articulated in these documents were career exploration and observation. Secondary purposes of EFE were instruction and assisting in the ...


A Critical Thinking Benchmark For A Department Of Agricultural Education And Studies, Dustin K. Perry, Michael S. Retallick, Thomas H. Paulsen 2016 Montana State University-Bozeman

A Critical Thinking Benchmark For A Department Of Agricultural Education And Studies, Dustin K. Perry, Michael S. Retallick, Thomas H. Paulsen

Michael Retallick

Due to an ever changing world where technology seemingly provides endless answers, today’s higher education students must master a new skill set reflecting an emphasis on critical thinking, problem solving, and communications. The purpose of this study was to establish a departmental benchmark for critical thinking abilities of students majoring in agricultural education and studies. Seventy-five senior-level undergraduates completed a Critical Thinking Assessment Test (CAT) during the spring 2013 semester. A one-sample t-test utilizing national norm data and a step-wise regression model analyzing predictors of critical thinking ability were used to address research objectives. The only critical thinking skill ...


Economic Impact Of Supervised Agricultural Experience In Iowa: A Trend Study, Michael S. Retallick, Robert Martin 2016 Iowa State University

Economic Impact Of Supervised Agricultural Experience In Iowa: A Trend Study, Michael S. Retallick, Robert Martin

Michael Retallick

The focus of this article is on the economic impact of Supervised Agricultural Experience (SAE) programs in Iowa using longitudinal data collected from 1991 to 2001. In order to accomplish the purpose of the study, student net income growth, growth of SAE program hours, SAE income per student and per program, and return on investment using tax dollars invested per student-derived income were calculated. The results of this study show that there is a substantial economic impact related to SAE consistent over the entire 11-year period of the study. The total value of SAE income peaked in 2000 with over ...


Agricultural Education Early Field Experience Through The Lens Of The Efe Model, Scott Smalley, Michael S. Retallick 2016 Iowa State University

Agricultural Education Early Field Experience Through The Lens Of The Efe Model, Scott Smalley, Michael S. Retallick

Michael Retallick

The purpose of this national study was to describe agricultural teacher education early field experience (EFE) practices using the EFE model. The population for this study was all agricultural education teacher preparation programs (N = 83) listed in the AAAE Directory of University Faculty in Agricultural Education. Data were collected via an online survey sent to a single point of contact (i.e., the agricultural teacher education coordinator) at each institution. For this study, EFE was defined as all field experiences that occur prior to student teaching; the experiences could be offered within or outside of the agricultural education curriculum. Programs ...


Cooperating Teachers' Perspectives Of Student Teaching Skills And Activities, Scott Smalley, Michael S. Retallick, Thomas H. Paulsen 2016 Iowa State University

Cooperating Teachers' Perspectives Of Student Teaching Skills And Activities, Scott Smalley, Michael S. Retallick, Thomas H. Paulsen

Michael Retallick

The purpose of this study was to determine the extent to which cooperating teachers deem required student teaching skills and activities relevant to the agricultural education student teaching experience. The population for this descriptive study consisted of individuals who served as cooperating teachers in Iowa and South Dakota during the last 5 years (N = 70). The study focused on activities in eight constructs: evaluation of student performance, teaching, FFA, planning instruction, Supervised Agricultural Experience (SAE), teaching profession, school–community relations, and adult education. Cooperating teachers surveyed in this study believed that seven of the eight constructs were very relevant to ...


Early Field Experience In Agricultural Education: A National Descriptive Study, Michael S. Retallick, Gregory Miller 2016 Iowa State University

Early Field Experience In Agricultural Education: A National Descriptive Study, Michael S. Retallick, Gregory Miller

Michael Retallick

The purpose of this study was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. A descriptive census survey of all active agricultural teacher education programs in the country was used for this study. The fact that nearly all agricultural teacher education programs require EFE indicates that EFE is valued as an important component of teacher education programs. It was discovered that multiple early field experiences are required at multiple classification levels. The primary responsibility for EFE and the associated administrative tasks are placed on faculty within the agricultural teacher education program. Similarities regarding ...


Contemplative Practice In Sustainable Food & Farming, Sarah Berquist 2016 University of Massachusetts Amherst

Contemplative Practice In Sustainable Food & Farming, Sarah Berquist

Sustainability Education Resources

PowerPoint presentation at the Institute of Teaching Excellence and Faculty Development at UMass Amherst. Offers contemplative practices applied in the Sustainable Food and Farming program including yoga; breathwork; reflective writing and dialogue; stories and poetry; and exploring personal values.


Social Media: A Means Of Educating And Advocating For The Dairy Industry, Ryan Breuer 2016 Iowa State University

Social Media: A Means Of Educating And Advocating For The Dairy Industry, Ryan Breuer

Animal Industry Report

The Iowa State University Extension and Outreach Dairy Team uses social media platforms to share producer and consumer educational materials, industry news, fun and interesting facts focused on dairy, as well as promoting educational opportunities available to those wanting to gain a higher knowledge in dairy. Through the use of social media hubs the ISU Extension and Outreach Dairy Team has the ability to promote and reach out further not only to dairy producers but to consumers in educating and advocating for the dairy industry.


Ans 490-A: The Use Of Positive Reinforcement Training For A Filly To Accept Husbandry Practices, McKenzie Shaffer, Meredith Puls, Nikki Ferwerda, Anna Johnson 2016 Iowa State University

Ans 490-A: The Use Of Positive Reinforcement Training For A Filly To Accept Husbandry Practices, Mckenzie Shaffer, Meredith Puls, Nikki Ferwerda, Anna Johnson

Animal Industry Report

Training and or retraining have an impact on the horses’ physical and psychological well-being. Training can either use positive- (PRT) or negative (NRT) reinforcement. The objective of this experiment was to determine the efficacy of using a clicker with positive reinforcement training on a filly to accept basic husbandry tasks over a 5 week period. One thoroughbred filly was used. One treatment, a PRT schedule, was used. A total of five consecutive weeks, with two 20-minute sessions were conducted. A training session included 10 tasks, with three attempts per task. Positive reinforcement training was defined as the horse successfully completing ...


Measuring Public Agricultural Research And Extension And Estimating Their Impacts On Agricultural Productivity: New Insights From Us Evidence, Yu Jin, Wallace E. Huffman 2016 Iowa State University

Measuring Public Agricultural Research And Extension And Estimating Their Impacts On Agricultural Productivity: New Insights From Us Evidence, Yu Jin, Wallace E. Huffman

Agricultural Policy Review

In order to feed the growing population of the world, expected to reach 9.6 billion people—a 29 percent increase over 2013—by 2050 without causing immense environmental damage and hunger, society must increase agricultural productivity. Investing further in public agricultural research and extension will help alleviate this problem. Developed countries, like the United States, have been a leader in this area for most of the twentieth century. For example, US public agricultural research grew rapidly from 1960–1980, but slowed considerably from 1980–1995, showed negative growth from 1995–1998, then flattened by 2010.


The Whole Is Greater Than The Sum: An Empirical Analysis Of The Effect Of Team Based Learning On Student Achievement, Georgeanne M. Artz, Keri Jacobs, Christian R. Boessen 2016 Iowa State University

The Whole Is Greater Than The Sum: An Empirical Analysis Of The Effect Of Team Based Learning On Student Achievement, Georgeanne M. Artz, Keri Jacobs, Christian R. Boessen

Economics Publications

We examine whether teams exert a positive influence on student test scores in three Team Based Learning (TBL) courses at two different universities. We find positive and significant effects on individual exam scores for students at all levels of the ability distribution; on average, an individual’s exam score increases roughly 6 points for every 10 point increase in their teammates’ average score. In addition, we find that these positive effects vary little across the ability distribution of teams and individuals, suggesting that the TBL method benefits a continuum of student abilities.


Using Social Network Analysis To Measure Student Collaboration In An Undergraduate Capstone Course, G. Han, O.P. McCubbins, T.H. Paulsen 2016 Iowa State University

Using Social Network Analysis To Measure Student Collaboration In An Undergraduate Capstone Course, G. Han, O.P. Mccubbins, T.H. Paulsen

Agricultural Education and Studies Publications

Social network analysis offers a unique way for instructors to visualize collaboration and communication within a course and see relationships between individu¬als, groups, teams, or cliques. We used social network analysis to measure the growth of collaboration in the capstone AGEDS 450 Farm Management and Oper¬ation course at Iowa State University. With the strate-gic implementation of collaboratively intense assign¬ments, student collaboration grew from the midpoint of the semester to the end of the semester. Overall density of the network increased from 0.25 at the midpoint to 0.35 at the end of the semester (40% growth ...


Student Perceptions Concerning Their Experience In A Flipped Undergraduate Capstone Course, OP McCubbins, Thomas H. Paulsen, Ryan G. Anderson 2016 Tennessee Tech University

Student Perceptions Concerning Their Experience In A Flipped Undergraduate Capstone Course, Op Mccubbins, Thomas H. Paulsen, Ryan G. Anderson

Agricultural Education and Studies Publications

Flipped learning is an innovative approach to teaching at the post-secondary level. Traditional methods of initial delivery of curricular content occur before a face-to-face class session. Students must prepare before attending class, as the majority of face-to-face class sessions are utilized for applying curricular content to complex problems. A specific application of flipped learning, Team-Based Learning holds students accountable for the pre-class preparation via an individual test, as well as to their peers via a team test. Students engage and discuss curricular content on the team test as well as application exercises, which are rigorously designed activities aimed at increasing ...


Student Teacher Activities - Are They Relevant? The University Supervisor’S Perspective, Thomas H. Paulsen, Scott Smalley, Michael S. Retallick 2016 Morningside College

Student Teacher Activities - Are They Relevant? The University Supervisor’S Perspective, Thomas H. Paulsen, Scott Smalley, Michael S. Retallick

Agricultural Education and Studies Publications

The traditional student teaching experience includes a complex, triadic relationship between student teacher, cooperating teacher, and the university supervisor. Studies seeking to understand this experience from the perspectives of the student teacher and cooperating teacher are commonly found in the literature; yet research specific to the university supervisor has been considered meager at best. Building upon Ajzen’s Theory of Planned Behavior, we sought to reveal the university supervisor’s voice regarding the relevance of traditionally required student teaching skills and activities commonly included in the capstone student teaching experience. A descriptive census study consisting of university supervisors (N = 62 ...


Synthesis Of Contemporary Sae Research 1994–2014, Bryan D. Rank, Michael S. Retallick 2016 Iowa State University

Synthesis Of Contemporary Sae Research 1994–2014, Bryan D. Rank, Michael S. Retallick

Agricultural Education and Studies Publications

In the 1990s, a series of research syntheses were conducted regarding supervised agricultural experience. These syntheses included supervised agricultural experience (SAE) research from 1964 through 1993. With these past syntheses as the premise, contemporary SAE research was identified, synthesized, and coded into emerging themes. Inclusion criteria for this synthesis required articles to (a) be published in a peer-reviewed journal or national/regional American Association for Agricultural Education research conference proceedings, (b) include research specifically pertaining to SAE, (c) be available and accessible through the search procedures, and (d) be published between January 1994 and December 2014. An exhaustive search was ...


Increasing Agronomic Skills For Women Farmers And Landowners, Angela Rieck-Hinz 2016 Iowa State University

Increasing Agronomic Skills For Women Farmers And Landowners, Angela Rieck-Hinz

Farm Progress Reports

According to the 2012 Ag Census, there are 32,167 women operators in Iowa, representing 9,102,738 acres. Of that group, 7,108 are listed as principal operators, representing 868,909 acres. Although Iowa State University does not discriminate in agronomic training offered, some studies show women are more comfortable attending workshops designed for female attendance only.


Using A Pen Pal Program To Assess Student Learning Through Culture And School Gardens, Samantha Kae Green 2016 Iowa State University

Using A Pen Pal Program To Assess Student Learning Through Culture And School Gardens, Samantha Kae Green

Graduate Theses and Dissertations

Youth at two schools (St. John, USVI and West Liberty, IA) participated in the I Grow Culture Pen Pal Program. The purpose of the 9-week program was to evaluate middle school student's increase in knowledge and confidence related to communicating local gardening, cultural understanding and sustainability. The collaborating schools were specifically chosen because they each meet the criteria of having a garden for middle school students to integrate English and science into their agriculture curriculum. The objectives of this program were to increase awareness of garden sustainability, understand place-based gardening and environmental sciences, while establishing a garden-based distance cultural ...


Sustainable Backyard Gardening: An Investigation Into The Feasibility Of Implementing A Small-Scale Aquaponic System For Household Consumption., Mackenzie Johnson 2016 University of Colorado, Boulder

Sustainable Backyard Gardening: An Investigation Into The Feasibility Of Implementing A Small-Scale Aquaponic System For Household Consumption., Mackenzie Johnson

Undergraduate Honors Theses

Aquaponic food systems have been gaining popularity over the last decade for their ability to simultaneously produce fish and vegetables within the confines of a single standalone system. Throughout the United States and Australia, organizations have implemented aquaponics on a large-scale for community food gardens. Most studies in this field focus on input requirements, productivity, and economic benefit of commercially-sized aquaponic systems. Little has been done on the opposite end of the spectrum, the personal, home-sized system and its potential to supply a family with low-cost food. This thesis investigates the feasibility of implementing a small-scale aquaponic system of <200 gallons for household consumption. Feasibility was assessed on cost, construction process including tools and materials, productivity, and maintenance requirements. It is hypothesized that small-scale aquaponics systems can be easily constructed and maintained to augment household food supply, and that the use of recycled materials can reduce the startup costs and increase the rate of return for the aquaponics implementer. Research included the construction of two common aquaponic systems, the first with plastic 55-gallon barrels using a design plan devised by Travis W. Hughey called barrel-ponics. The second, used an Intermediate Bulk Container (IBC) which acts as a grow bed and fish tank. Within both systems, tomatoes, bell peppers, jalapeno peppers, shishito peppers, kale, squash, and eggplant were grown. The fish species used to stock both tanks was Nile Tilapia (Oreochromis ...


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