Rural entrepreneurship education programs may be a great tool for enhancing rural livelihoods and reducing rural outmigration. Entrepreneurship has received attention in school based agricultural education, primarily through implementation of Supervised Agricultural Experience (SAE) programs. Very little research has looked at the teaching of…

Extension organizations are challenged to provide onboarding to new employees that is comprehensive and high quality, yet cost-effective. The purpose of this study was to explore Extension agents' perceptions of participating in an onboarding program that used a blended approach involving face-to-face and online learning components. The objectives…

Students in colleges of agriculture will face a dynamically changing workplace. In order to learn the skills needed to succeed in such an environment, students must be cognitively engaged in the college classroom. Engagement with instructional content is a precursor to learning, and teachers in colleges of agriculture must shift towards using more…

Flipping or inverting a course is a relatively new approach to structuring a course. Using this method, the lectures traditionally delivered during regularly scheduled class time are converted to a media for delivery online, often in the form of videos. Learners are expected to view the online lectures prior to class. Then in turn, in-class time…

To meet the needs of the 21st century student, college instructors have been challenged to transform their classrooms from passive to active, "minds-on" learning environments. This qualitative study examined an active learning approach known as a flipped classroom and sought to explore student perceptions of flipping a teaching methods…

Collaborative group problem solving allows students to wrestle with different interpretations and solutions brought forth by group members, enhancing both critical thinking and problem solving skills. Since problem solving in groups is a common practice in agricultural education, instructors are often put in the position of organizing student…

The purpose of this study was to determine the competencies (knowledge, skills, and abilities) required of effective Agricultural Science teachers both inside and outside the classroom as perceived by preservice and inservice teachers and to suggest ways that preservice teachers can gain those competencies prior to entering the teaching…

The purpose of this study was to determine if a need exists to establish an organization specifically for preservice agricultural science teachers and if so, the attributes of such an organization. Selected peer preservice agricultural education programs were examined and focus groups were conducted with preservice and inservice teachers. Results…

The purpose of this mixed-methods study was to identify the required competencies and traits of successful agricultural science teachers. Data was collected from focus groups of agricultural science teachers and a content analysis of existing research. Results identified 47 unique traits or competencies that were divided into the categories of…