Land-grant institutions (LGIs) are tasked with providing accessible education to the common man and improving their quality of life. This study examined faculty members’ interpretations of the land-grant mission and opinions about its future. The theory of branding guided this study. Faculty members are the primary deliverers university missions. Past studies have indicated some personnel are unaware of pieces of the land-grant mission. This is troublesome as a strong internal brand increases the likelihood of a positive public image. A purposive sampling method was used to recruit participants for 11 focus groups conducted in the summer of 2020. The audio was transcribed and imported into MAXQDA20 and analyzed using Glaser’s constant comparative method to identify themes, which were confirmed by assistant moderators. Participants had multiple definitions of the land-grant mission and interpreted in their work differently. There was a general state of concern for the future, but faculty members had an overall positive outlook on the land-grant mission. Faculty should view their work and behaviors as true building block of the OSU and land-grant brand. Future research should explore the internal brand at other LGIs and university staff, administration, and student perceptions should also be explored.
{"title":"It’s complicated: Exploring the internal land-grant brand at Oklahoma State University","authors":"Audrey King, Quisto Settle, Dwayne Cartmell","doi":"10.5032/jae.v64i1.32","DOIUrl":"https://doi.org/10.5032/jae.v64i1.32","url":null,"abstract":"Land-grant institutions (LGIs) are tasked with providing accessible education to the common man and improving their quality of life. This study examined faculty members’ interpretations of the land-grant mission and opinions about its future. The theory of branding guided this study. Faculty members are the primary deliverers university missions. Past studies have indicated some personnel are unaware of pieces of the land-grant mission. This is troublesome as a strong internal brand increases the likelihood of a positive public image. A purposive sampling method was used to recruit participants for 11 focus groups conducted in the summer of 2020. The audio was transcribed and imported into MAXQDA20 and analyzed using Glaser’s constant comparative method to identify themes, which were confirmed by assistant moderators. Participants had multiple definitions of the land-grant mission and interpreted in their work differently. There was a general state of concern for the future, but faculty members had an overall positive outlook on the land-grant mission. Faculty should view their work and behaviors as true building block of the OSU and land-grant brand. Future research should explore the internal brand at other LGIs and university staff, administration, and student perceptions should also be explored.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135949942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cassie Sander, A. Fortner, Kristina E. Gibson, K. Lamm, A. Lamm
Educators within agricultural and natural resource disciplines are tasked with educating students to critically engage with and problem-solve complex issues. As society’s relationship with science and technology changes, coupled with an information-dense environment, strategies for sustainably addressing complex issues are needed. One potential approach for strategically addressing complex problems is systems thinking, which emphasizes the interdependence of the components of systems from ecological, social, and economic perspectives, among others. A mixed-methods study was used to explore the applicability of hypothetical case scenarios (HCS) as a teaching method to introduce and engage students in using systems thinking related to the seafood industry. Findings suggested HCS engaged students to think critically about socio-scientific issues. Participants demonstrated systems thinking capacity when discussing their decision-making processes in the hypothetical cases. The current study demonstrated the pedagogical potential of using HCS to enhance systems thinking capacities for students in the ANR disciplines. Implications for education and recommendations for future research are discussed.
{"title":"Teaching Systems Thinking Concepts with Hypothetical Case Scenarios: An Exploration in Agricultural Education.","authors":"Cassie Sander, A. Fortner, Kristina E. Gibson, K. Lamm, A. Lamm","doi":"10.5032/jae.2022.04135","DOIUrl":"https://doi.org/10.5032/jae.2022.04135","url":null,"abstract":"Educators within agricultural and natural resource disciplines are tasked with educating students to critically engage with and problem-solve complex issues. As society’s relationship with science and technology changes, coupled with an information-dense environment, strategies for sustainably addressing complex issues are needed. One potential approach for strategically addressing complex problems is systems thinking, which emphasizes the interdependence of the components of systems from ecological, social, and economic perspectives, among others. A mixed-methods study was used to explore the applicability of hypothetical case scenarios (HCS) as a teaching method to introduce and engage students in using systems thinking related to the seafood industry. Findings suggested HCS engaged students to think critically about socio-scientific issues. Participants demonstrated systems thinking capacity when discussing their decision-making processes in the hypothetical cases. The current study demonstrated the pedagogical potential of using HCS to enhance systems thinking capacities for students in the ANR disciplines. Implications for education and recommendations for future research are discussed.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48928120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Planning theories suggest a stepwise structure for organizing programs; evaluate current status with a needs assessment, identify strengths, weaknesses or gaps, use tools such as a logic model to plan, then implement and evaluate programming (Kettner et al., 2017). The National Agriculture in the Classroom organization and its state affiliates have the responsibility of providing agricultural education content to school-aged children and teachers to increase agricultural literacy (NAITC, n.d.). The Longhurst Murray Agricultural Literacy Instrument (LMALI) is a modern, valid tool to assess proficiency level of students participating in such programming (Longhurst, et al., 2020). Tri-Center Elementary in Iowa administered the LMALI to kindergarten through fifth grade students in March 2021. The findings from this case study suggest recommendations to state and national program planners to improve effectiveness of agricultural literacy outreach programs.
{"title":"A Case Study: Agricultural literacy proficiency in an Iowa elementary school","authors":"A. Miller, B. Warnick, Debra M. Spielmaker","doi":"10.5032/jae.2022.04220","DOIUrl":"https://doi.org/10.5032/jae.2022.04220","url":null,"abstract":"Planning theories suggest a stepwise structure for organizing programs; evaluate current status with a needs assessment, identify strengths, weaknesses or gaps, use tools such as a logic model to plan, then implement and evaluate programming (Kettner et al., 2017). The National Agriculture in the Classroom organization and its state affiliates have the responsibility of providing agricultural education content to school-aged children and teachers to increase agricultural literacy (NAITC, n.d.). The Longhurst Murray Agricultural Literacy Instrument (LMALI) is a modern, valid tool to assess proficiency level of students participating in such programming (Longhurst, et al., 2020). Tri-Center Elementary in Iowa administered the LMALI to kindergarten through fifth grade students in March 2021. The findings from this case study suggest recommendations to state and national program planners to improve effectiveness of agricultural literacy outreach programs.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48033804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Baldock, Theresa Pesl Murphrey, G. Briers, J. Rayfield, S. Fraze
Agricultural education is responsible for preparing future generations to advance agriculture in a rapidly changing world. How can agricultural education best prepare students to be innovative problem-solvers who can keep up with these changes? Perhaps educators can create learning experiences that allow students to uncover material through their own questioning and experimentation using inquiry-based learning (IBL). The purpose of this study was to examine the effects personal agricultural educators’ beliefs about agricultural education, self-efficacy, and context have on adopting IBL. Agricultural educators’ adoption of IBL was significantly affected by degree obtained and the agricultural pathway in which they taught. A positive relationship was demonstrated between both IBL adoption and the orientation to teach substantive and procedural knowledge, with the higher correlation between procedural knowledge and the adoption of IBL. A positive relationship existed between agricultural educators’ perceived ability to implement IBL and the perceived abilities of their students to complete IBL activities. More than 26 percent of the variance in the adoption of IBL among agricultural educators was explained by variables in the structural equation model of this study. Adoption of IBL by agricultural educators needs further research. However, this study indicates beliefs about education, self, and context do affect the adoption of IBL by agricultural educators. Agricultural educators with higher self-efficacy in creating IBL lessons and greater orientation toward teaching procedural knowledge are more likely to adopt IBL in their classrooms. Programming should be developed that impacts beliefs in a way to encourage adoption of IBL.
{"title":"Agricultural Educators’ Adoption of Inquiry-Based Learning (IBL): Effects of Beliefs","authors":"K. Baldock, Theresa Pesl Murphrey, G. Briers, J. Rayfield, S. Fraze","doi":"10.5032/jae.2022.04188","DOIUrl":"https://doi.org/10.5032/jae.2022.04188","url":null,"abstract":"Agricultural education is responsible for preparing future generations to advance agriculture in a rapidly changing world. How can agricultural education best prepare students to be innovative problem-solvers who can keep up with these changes? Perhaps educators can create learning experiences that allow students to uncover material through their own questioning and experimentation using inquiry-based learning (IBL). The purpose of this study was to examine the effects personal agricultural educators’ beliefs about agricultural education, self-efficacy, and context have on adopting IBL. Agricultural educators’ adoption of IBL was significantly affected by degree obtained and the agricultural pathway in which they taught. A positive relationship was demonstrated between both IBL adoption and the orientation to teach substantive and procedural knowledge, with the higher correlation between procedural knowledge and the adoption of IBL. A positive relationship existed between agricultural educators’ perceived ability to implement IBL and the perceived abilities of their students to complete IBL activities. More than 26 percent of the variance in the adoption of IBL among agricultural educators was explained by variables in the structural equation model of this study. Adoption of IBL by agricultural educators needs further research. However, this study indicates beliefs about education, self, and context do affect the adoption of IBL by agricultural educators. Agricultural educators with higher self-efficacy in creating IBL lessons and greater orientation toward teaching procedural knowledge are more likely to adopt IBL in their classrooms. Programming should be developed that impacts beliefs in a way to encourage adoption of IBL.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42007358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perhaps one of the most formalized ways that 4-H has fostered agricultural innovation and practical education has been through their outdoor youth education program, more commonly known as 4-H Camp. Although 4-H Camps were first created for local clubs, camping events soon expanded to the state and national levels. In fact, three years after establishing the first 4-H Camp, more than 1,700 had emerged across the U.S., with attendance surpassing 100,000 youth. Because of its positive outcomes, the 4-H Camping movement has become celebrated as a novel technique to motivate youth to engage in agrarian concepts. Despite this, little work has been done to document the historical origins and evolution of the camping movement. Therefore, a need emerged to describe the actors, forces, and events that led to the prevalence of 4-H Camping in Louisiana. Through our analysis of the data, four themes emerged: (1) early foundations, (2) facility infrastructure development, (3) impact and organizational changes, and (4) the evolution of programmatic delivery. When considered together, the themes knit together the story of the Louisiana 4-H Camp. A key implication from this investigation was the need for greater advocacy efforts among 4-H leaders and agents. For example, the Louisiana 4-H Camp had to navigate multiple barriers throughout history, such as a lack of funding and staff. However, through individual and collective advocacy efforts, the 4-H camp secured vital resources to support 4-H members’ needs. Going forward, researchers should explore how fundraising and donors for 4-H camps could be better leveraged and sustained over time. This should include exploring strategies to inform legislators, policymakers, and citizens about the impacts that 4-H camps can have on youth and the state of Louisiana.
{"title":"Storying outdoor youth education: A historical narrative of the Louisiana 4-H camping movement.","authors":"Adam O'Malley, Richie Roberts","doi":"10.5032/jae.2022.04091","DOIUrl":"https://doi.org/10.5032/jae.2022.04091","url":null,"abstract":"Perhaps one of the most formalized ways that 4-H has fostered agricultural innovation and practical education has been through their outdoor youth education program, more commonly known as 4-H Camp. Although 4-H Camps were first created for local clubs, camping events soon expanded to the state and national levels. In fact, three years after establishing the first 4-H Camp, more than 1,700 had emerged across the U.S., with attendance surpassing 100,000 youth. Because of its positive outcomes, the 4-H Camping movement has become celebrated as a novel technique to motivate youth to engage in agrarian concepts. Despite this, little work has been done to document the historical origins and evolution of the camping movement. Therefore, a need emerged to describe the actors, forces, and events that led to the prevalence of 4-H Camping in Louisiana. Through our analysis of the data, four themes emerged: (1) early foundations, (2) facility infrastructure development, (3) impact and organizational changes, and (4) the evolution of programmatic delivery. When considered together, the themes knit together the story of the Louisiana 4-H Camp. A key implication from this investigation was the need for greater advocacy efforts among 4-H leaders and agents. For example, the Louisiana 4-H Camp had to navigate multiple barriers throughout history, such as a lack of funding and staff. However, through individual and collective advocacy efforts, the 4-H camp secured vital resources to support 4-H members’ needs. Going forward, researchers should explore how fundraising and donors for 4-H camps could be better leveraged and sustained over time. This should include exploring strategies to inform legislators, policymakers, and citizens about the impacts that 4-H camps can have on youth and the state of Louisiana.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41529321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ragan Ramage, Kristin S. Stair, Richie Roberts, J. Blackburn
Although previous research in agricultural education has described the needs of SBAE teachers in regard to teaching students with special needs, the reported findings have been overwhelmingly quantitative in nature and have over-relied on females’ perspectives. As such, the purpose of this case study was to explore the experiences and professional development needs of female SBAE instructors in Louisiana when teaching students with special needs. Qualitative data were analyzed using the Borich (1980) model, which identified emergent themes of (1) perceived importance and (2) perceived ability. Additional sub-themes were the perceived importance of identified approaches used to accommodate students and perceptions when teaching students with special needs. Meanwhile, in the theme of perceived importance, participants identified prior education and professional development experiences as critical factors to success when teaching students with special needs. As a result of these findings, we recommended that state agricultural education leaders promote professional development opportunities to improve how female teachers can accommodate students with special needs, specifically in laboratory settings. Further, we recommend that future professional development for women SBAE teachers focus on specific disability types and inclusion strategies, rather than broad and non-specific special education training experiences.
{"title":"Female agriculture teachers’ lived experiences and perceived professional development needs when teaching students with special needs.","authors":"Ragan Ramage, Kristin S. Stair, Richie Roberts, J. Blackburn","doi":"10.5032/jae.2022.04105","DOIUrl":"https://doi.org/10.5032/jae.2022.04105","url":null,"abstract":"Although previous research in agricultural education has described the needs of SBAE teachers in regard to teaching students with special needs, the reported findings have been overwhelmingly quantitative in nature and have over-relied on females’ perspectives. As such, the purpose of this case study was to explore the experiences and professional development needs of female SBAE instructors in Louisiana when teaching students with special needs. Qualitative data were analyzed using the Borich (1980) model, which identified emergent themes of (1) perceived importance and (2) perceived ability. Additional sub-themes were the perceived importance of identified approaches used to accommodate students and perceptions when teaching students with special needs. Meanwhile, in the theme of perceived importance, participants identified prior education and professional development experiences as critical factors to success when teaching students with special needs. As a result of these findings, we recommended that state agricultural education leaders promote professional development opportunities to improve how female teachers can accommodate students with special needs, specifically in laboratory settings. Further, we recommend that future professional development for women SBAE teachers focus on specific disability types and inclusion strategies, rather than broad and non-specific special education training experiences.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43462200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the perceptions and experiences related to agricultural educators in Minnesota who have used digital media production tools and concepts as learning activities in the classroom. As the cost associated with digital media production equipment and software continues to decrease, this technology is becoming more accessible and creates the potential for new types of classroom outputs. This type of learning activity is in its infancy in School Based Agricultural Education (SBAE). As more educators look to embed 21st century skill-based projects in their coursework, it is important to begin exploring needs and resources identified by those currently engaged in this strategy. The researchers in this project aimed to better understand how the participants map knowledge and identify gaps when using digital media production as a learning tool. The project examined the motivations, experiences, implementation processes, and future goals of participants. A collective case study was used to explore this phenomenon. In-depth interviews with educators were examined using qualitative open coding techniques. This produced emergent themes regarding lesson design and implementation as well as perceptions of student learning. Educators highly valued this student learning activity to develop communication skills necessary for many career paths. Other emergent themes were an increase in student engagement, critical thinking, media literacy, and transferable skills. The study found barriers to digital media activities such as prior experience with technology, school district resources, professional development opportunities, and lesson preparation time. Educators identified a need for streamlined resources and accessible professional development to fully embrace digital media as a learning strategy.
{"title":"Expanding the Agricultural Educator’s Toolkit: Identifying Challenges in Digital Media Production Technology","authors":"Troy R. McKay, G. Steede, R. Swenson","doi":"10.5032/jae.2022.04059","DOIUrl":"https://doi.org/10.5032/jae.2022.04059","url":null,"abstract":"This study explores the perceptions and experiences related to agricultural educators in Minnesota who have used digital media production tools and concepts as learning activities in the classroom. As the cost associated with digital media production equipment and software continues to decrease, this technology is becoming more accessible and creates the potential for new types of classroom outputs. This type of learning activity is in its infancy in School Based Agricultural Education (SBAE). As more educators look to embed 21st century skill-based projects in their coursework, it is important to begin exploring needs and resources identified by those currently engaged in this strategy. The researchers in this project aimed to better understand how the participants map knowledge and identify gaps when using digital media production as a learning tool. The project examined the motivations, experiences, implementation processes, and future goals of participants. A collective case study was used to explore this phenomenon. In-depth interviews with educators were examined using qualitative open coding techniques. This produced emergent themes regarding lesson design and implementation as well as perceptions of student learning. Educators highly valued this student learning activity to develop communication skills necessary for many career paths. Other emergent themes were an increase in student engagement, critical thinking, media literacy, and transferable skills. The study found barriers to digital media activities such as prior experience with technology, school district resources, professional development opportunities, and lesson preparation time. Educators identified a need for streamlined resources and accessible professional development to fully embrace digital media as a learning strategy.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48592568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is considerable variability in the design and quality of resource provided to teachers. There is also a lack of empirical backing guiding the process of curricular resource design, specifically as it relates to teachers in different stages of their careers. The purpose of this study was to explore curricular resource use by Florida SBAE teachers based on experience level. A census of Florida school-based agricultural education teachers was conducted. The instrument asked teachers to identify which resources they used and provided follow-up instruments for the resources selected to determine the pedagogical design capacity related to each resource. Respondents were found to use similar amounts of resources across all career stages. When comparing means related to PDC, a significant difference was only found for one resource. Overall, these findings showed that teachers use similar amounts of resources regardless of career stage and PDC for various resources remains stable across career stages. There is a slight increase in the frequency of use for teachers in the early career stage. This study provides an overview of how PDC changes depending on the resource being used across career stages. Resources should continue to be developed to teachers across all career stages.
{"title":"A Comparison of Curricular Resource Use of Florida School-Based Agricultural Education Teachers by Career Stage","authors":"Brooklynn Hall, R. G. Easterly III, D. Barry","doi":"10.5032/jae.2022.04232","DOIUrl":"https://doi.org/10.5032/jae.2022.04232","url":null,"abstract":"There is considerable variability in the design and quality of resource provided to teachers. There is also a lack of empirical backing guiding the process of curricular resource design, specifically as it relates to teachers in different stages of their careers. The purpose of this study was to explore curricular resource use by Florida SBAE teachers based on experience level. A census of Florida school-based agricultural education teachers was conducted. The instrument asked teachers to identify which resources they used and provided follow-up instruments for the resources selected to determine the pedagogical design capacity related to each resource. Respondents were found to use similar amounts of resources across all career stages. When comparing means related to PDC, a significant difference was only found for one resource. Overall, these findings showed that teachers use similar amounts of resources regardless of career stage and PDC for various resources remains stable across career stages. There is a slight increase in the frequency of use for teachers in the early career stage. This study provides an overview of how PDC changes depending on the resource being used across career stages. Resources should continue to be developed to teachers across all career stages.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48695507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Earning a bachelor’s degree has been documented as a potential social equalizer in American society. Yet, it has also been documented that first-generation college students (FGCS) have incongruently accessed and earned college degrees. This phenomenon has potentially perpetuated life-long differences in social outcomes in American society. As research continues to explain the experiences of FGCS, little has been done to explore differences for FGCS by college major or affiliation. However, a small but growing body of researchers are examining the experiences and outcomes of college of agriculture and related sciences students, specifically those enrolled at land grant institutions. The researchers in this study sought to describe college success indicators including on-campus involvement, leadership, and sense of belonging by generational status, and college affiliation at a large, midwestern, public, research-intensive institution. Overall, it was found that no differences were reported by generational status or college affiliation for the investigated college success indicators. These findings are different than previous literature in that FGCS were not lesser than their peers. Consequently, these findings add to the understanding of FGCS college experiences insofar as college affiliation may be playing a mitigating role in disparities among FGCS.
{"title":"Describing College Success Indicators for First-Generation College Students in Colleges of Agriculture","authors":"Aaron J. Giorgi, A. McDaniel, M. Whittington","doi":"10.5032/jae.2022.04001","DOIUrl":"https://doi.org/10.5032/jae.2022.04001","url":null,"abstract":"Earning a bachelor’s degree has been documented as a potential social equalizer in American society. Yet, it has also been documented that first-generation college students (FGCS) have incongruently accessed and earned college degrees. This phenomenon has potentially perpetuated life-long differences in social outcomes in American society. As research continues to explain the experiences of FGCS, little has been done to explore differences for FGCS by college major or affiliation. However, a small but growing body of researchers are examining the experiences and outcomes of college of agriculture and related sciences students, specifically those enrolled at land grant institutions. The researchers in this study sought to describe college success indicators including on-campus involvement, leadership, and sense of belonging by generational status, and college affiliation at a large, midwestern, public, research-intensive institution. Overall, it was found that no differences were reported by generational status or college affiliation for the investigated college success indicators. These findings are different than previous literature in that FGCS were not lesser than their peers. Consequently, these findings add to the understanding of FGCS college experiences insofar as college affiliation may be playing a mitigating role in disparities among FGCS.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41966058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Olivia M Soler, Adam O'Malley, Whitney Cook, Morgan Richardshon, J. Blackburn, Kristin S. Stair, Richie Roberts
In 2015, the United States Department of Agriculture reported that agriculture baccalaureate graduates were only expected to fill two-thirds of the available job openings. To address this need, it has become critical for colleges of agriculture to retain high-quality students. In response, universities have attempted to determine the practices to foster student success. Therefore, in this study we aimed to investigate how goal orientation factors (i.e., mastery goal orientation and academic efficacy) may influence the academic success (i.e., first semester GPA, second semester GPA) of College of Agriculture (COA) freshmen. The current investigation was grounded in goal orientation and social self-efficacy theory, which allowed us to understand self-efficacy’s influence on students’ academic performance. The findings from this study suggested that social and academic efficacy influenced the student academic achievement of COA freshmen. Therefore, it is recommended that university leaders foster self-efficacy for university agricultural students and that future research be conducted to determine the variables that describe the variance in first semester GPA and retention best.
2015年，美国农业部(United States Department of Agriculture)报告称，农业学士学位毕业生预计只能填补三分之二的职位空缺。为了满足这一需求，农业院校留住高质量的学生变得至关重要。作为回应，大学试图确定促进学生成功的做法。因此，本研究旨在探讨目标取向因素(即掌握目标取向和学业效能感)对农学院新生学业成功(即第一学期GPA、第二学期GPA)的影响。本研究以目标取向和社会自我效能理论为基础，了解自我效能对学生学业成绩的影响。本研究结果表明，社会效能感和学业效能感对COA新生学业成绩有显著影响。因此，我们建议大学领导培养农业大学学生的自我效能感，并建议未来的研究确定最能描述第一学期GPA和保留率方差的变量。
{"title":"Forecasting the Academic Performance of Freshmen College of Agriculture Students: Using Goal Orientations and Academic Efficacy as Predictors","authors":"Olivia M Soler, Adam O'Malley, Whitney Cook, Morgan Richardshon, J. Blackburn, Kristin S. Stair, Richie Roberts","doi":"10.5032/jae.2022.04204","DOIUrl":"https://doi.org/10.5032/jae.2022.04204","url":null,"abstract":"In 2015, the United States Department of Agriculture reported that agriculture baccalaureate graduates were only expected to fill two-thirds of the available job openings. To address this need, it has become critical for colleges of agriculture to retain high-quality students. In response, universities have attempted to determine the practices to foster student success. Therefore, in this study we aimed to investigate how goal orientation factors (i.e., mastery goal orientation and academic efficacy) may influence the academic success (i.e., first semester GPA, second semester GPA) of College of Agriculture (COA) freshmen. The current investigation was grounded in goal orientation and social self-efficacy theory, which allowed us to understand self-efficacy’s influence on students’ academic performance. The findings from this study suggested that social and academic efficacy influenced the student academic achievement of COA freshmen. Therefore, it is recommended that university leaders foster self-efficacy for university agricultural students and that future research be conducted to determine the variables that describe the variance in first semester GPA and retention best.","PeriodicalId":73589,"journal":{"name":"Journal of agricultural education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42993689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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