The 'home project' concept, now known as a Supervised Agricultural Experience (SAE), has been a cornerstone of School-Based Agricultural Education (SBAE) for 100+ years. This experiential element of SBAE provides students with authentic and relevant experiences to enhance the learning process. While agricultural educators throughout the U.S. agree…

Experiential learning is widely used at the post-secondary level, but it requires intentional curricular planning, and proper facilitation from the instructor. The effects of experiential learning in agricultural education settings at the higher education level have not been tested extensively. Therefore, additional examination is needed to inform…

School-based agricultural education offers a rich context to illuminate science, technology, engineering, and mathematics (STEM). Understanding and enhancing STEM learning within agricultural education requires a deep understanding of how agricultural educators currently illuminate STEM concepts within their curriculum. Building upon the work of…

In the face of increasing consumer scrutiny of the food supply chain, communication practitioners have been determined to understand public perceptions of the food production process from 'farm to fork.' The beef industry has been of particular interest due to the relatively high production emissions and an increased level of public support for…

Preparing college students with the skills to engage in multidisciplinary problem solving, especially as it relates to the wicked problems of agriculture, has been called for by scholars for nearly two decades (UNFAO, 2006; Boyer, 1998; NRC 1998). Our nation's Land Grants, with the mission to provide practical education, and particularly…

Career Development Events (CDEs) have been part of the National FFA Organization since its beginning and are still an integral component of school-based agricultural education (SBAE) programs. A priority of the organization is to "Expand equitable opportunities for all students to develop their potential for premier leadership, personal…

Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…

Research on blogs' role in public relations about animal agriculture production is limited at best. This case study set out to describe the characteristics of selected bloggers' writing about protein-related topics and issues, with a special focus on how the protein industry was represented, what themes were most common, and what the tonal…

Raising livestock for food production is a unique cultural phenomenon. It has been well documented that showing livestock as part of 4-H contributes to practical skills, knowledge, and life skills. While it is common to view livestock production through skills-based or economic lenses, there are subtle nuances of the phenomenon, social, cultural,…

This study describes student interest in the agricultural content pathways established by the National Council for Agricultural Education. Differences exist between male and female students concerning curriculum choices in agriculture, food, and natural resources. Male students were most interested in food products and processing systems, while…

This manuscript is a published account of the 2019 Distinguished Lecture of the American Association of Agricultural Education (AAAE) Annual Meeting. The theme of this lecture is regenerative agriculture which the author considers to be one of the most important agricultural movements occurring today. The author speaks to fellow Agricultural…

Many students currently in preservice agricultural education teacher education programs do not have traditional agricultural backgrounds. Many of those students are experiencing skills they will be required to teach or utilize upon employment for the first and sometimes only time in introductory course work within their teacher education programs.…

Tennessee Statute 54-5-134, Cutting Hay Along Controlled Access Highway Right-of-Way, provided agriculturalists the right to harvest hay along interstate highways' and other controlled access roads' medians and shoulders. Maintenance of these medians and shoulders are routinely contracted to private mowing companies and funded by Tennessee…

The purpose of this study was to examine how school schedules can or cannot be justified through the perspective of student performance on state core content assessments and occupational skills standards assessments. This study utilized the Theory of Power in Education when considering school schedules as a means to student success on core content…

Teacher and student behaviors in the classroom have been linked to student achievement. The hands-on, real world experiences which students are offered through career and technical education courses provide an opportunity for agricultural education to make contributions to student achievement. The purpose of this study was to compare engaged time…