Perceptions of Tennessee School-Based Agricultural Education Teachers\u27 Attitudes Toward Globalizing the Agricultural Curriculum

The agriculture industry is part of an interconnected world that is continually navigating complex trade regulations and cultural barriers. Graduates of School-Based Agricultural Education programs need to be prepared to positively communicate with people from all over the world and to have an understanding of international agricultural practices. The purpose of this study was to explore the perceptions of Tennessee School-Based Agricultural Educators towards globalizing the secondary agricultural curriculum. Twenty-six School-Based Agricultural Educators were interviewed for this study. The interviewees represented the entire state of Tennessee, including both urban and rural programs. The use of thematic analysis allowed the following five themes to emerge: (a) heightened awareness of living in a globalized world, (b) vision for a globalized School-Based Agricultural Education program, (c) benefits of exposure to a globalized School-Based Agricultural Education program, (d) preparedness to teach from a globalized perspective, and (e) professional development needs. Participants recognized the importance of teaching through a globalized agricultural curriculum and the benefits students received from experiencing a globalized agricultural curriculum. However, not every participant felt prepared to teach using a globalized curriculum and suggestions for professional development were made

Competencies and Experiences Needed by Pre–service Agricultural Educators to Teach Globalized Curricula: A Modified Delphi Study

The 21st century graduate must be able to interact with people from all over the world and must also be knowledgeable about the world (Longview Foundation, 2008). In order to produce graduates that are globally competent, The National Council for the Accreditation of Teachers (NCATE, 1982) has mandated that multi–cultural education be incorporated as part of the teacher–preparation curricula. The purpose of this study was to identify competencies and experiences needed by agricultural pre–service teachers in order to teach globalized curricula. A modified Delphi method was used and the panel consisted of 13 (n = 13) experts in the field of agricultural teacher education with additional experience in international agricultural education or extension. Twenty competencies and two experiences were identified for pre–service agricultural educators to teach globalized curricula at the high school level

Invasive Species Along the Rock Island Greenway

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Competencies and Experiences Needed by Entry Level International Agricultural Development Practitioners

The use of competencies within extension can be an effective way of training and developing extension practitioners (Stone, 1997). In preparation for careers in tomorrow’s agricultural sector, the National Research Council (2009) recognized the need to expose college students to international perspectives. The purpose of this study was to determine the competencies and experiences that entry level agricultural development practitioners need in order to successfully work in an international setting. A modified Delphi method was used to achieve this purpose. A panel of experts in international agricultural development from non–government organizations, government organizations, and academic institutions were selected through snowball sampling (Goodman, 1961). The panelists agreed on 26 competencies and 7 experiences that entry level agricultural development practitioners working internationally should have before entering the profession. The results of this study should be used when planning, designing, and implementing agricultural extension education programs at the university level

Smart Table Top

Dungeons and Dragons 5th Edition (D&D) is a tabletop role playing game (TTRPG) with complicated mechanics and a seemingly overwhelming amount of information. D&D players are often looking for ways to more effectively track information and products that enhance their game experience. One such product is a custom miniature; players use these to track their character’s location and for the enjoyment of creating a physical representation of their imagination. Virtual Tabletops (VTT’s) were developed to make the entire experience digital. The digital nature of VTT’s make all of the game’s rules and mechanics accessible at the click of the mouse; however, it also alienates players from a physical connection to the game. The smart game board offers digital convenience while preserving the physical connection to the game. The game board wirelessly communicates with the pieces on the board to provide quick access to their specific rules and mechanics while also determining their location on the board. The board utilizes a digital display to swap between different game boards/maps. The smart game board saves time and simplifies the experience for players by displaying only the most relevant information and it enhances their experience by utilizing their custom miniatures. This makes the game more accessible to beginners, reduces risk of error for the game master and allows everyone to focus more on enjoying the game. This product could easily be adapted to accommodate any board game with pieces large enough to contain wireless communication technology. Future developments of this product could also include an automatic board setup feature if the piece has a known board layout such as chess, checkers, or monopoly

Needs Assessment for Informing Extension Professional Development Trainings on Teaching Adult Learners

As society becomes more information saturated, Extension must evaluate its educational programming and delivery methods used to facilitate adult learning. Extension professionals must have a comprehensive understanding of how adults learn. Accordingly, we conducted a needs assessment as a basis for providing professional development trainings focused on teaching adults. Our objective was to identify Extension professionals\u27 professional development needs related to designing and facilitating programming based on andragogy. We developed a survey instrument that addressed andragogy-related topics and administered it to Extension professionals. The results indicated that professional development centered on andragogy was needed by and relevant to the study participants. We describe the study and resulting professional development training and provide associated recommendations that are applicable across Extension

Needs Assessment for Informing Extension Professional Development Trainings on Teaching Adult Learners

As society becomes more information saturated, Extension must evaluate its educational programming and delivery methods used to facilitate adult learning. Extension professionals must have a comprehensive understanding of how adults learn. Accordingly, we conducted a needs assessment as a basis for providing professional development trainings focused on teaching adults. Our objective was to identify Extension professionals\u27 professional development needs related to designing and facilitating programming based on andragogy. We developed a survey instrument that addressed andragogy-related topics and administered it to Extension professionals. The results indicated that professional development centered on andragogy was needed by and relevant to the study participants. We describe the study and resulting professional development training and provide associated recommendations that are applicable across Extension

School-Based Agricultural Education Students’ Attitudes and Beliefs toward International Agricultural Concepts

The purpose of this study was to determine the attitudes and beliefs of school-based agriculture education (SBAE) students toward international agricultural concepts. This study builds on several previous studies (Conner, Greer, & Stripling, 2017; Elliot & Yanik, 2002; Heinert, Lavery, & Roberts, 2014; Radhakrishna, Leite, & Domer, 2003). To explore new geographic regions of the United States, two states, one from the Midwest and one from the Northwest, were purposively identified. A 46-item instrument that measures attitudes, beliefs, understanding, and instruction in relation to international agriculture developed by Radhakrishna et al. (2003) was administered to students in three schools representing both rural and urban areas. A total of 133 surveys were returned, for a 55.2% response rate. Overall, students held positive attitudes and beliefs toward international agricultural concepts. Students expressed a need to understand basic geography in relation to international agricultural concepts, and students strongly agreed to concepts and information necessary to understand international agricultural concepts. When historical data were synthesized with data from this study, mean scores from all five studies across all four constructs were consistently high. Future research should focus on how students develop their attitudes and beliefs about international agriculture

Agricultural Employees’ Use of and Preferences forEducational and Training Opportunities

Educational and training opportunities provide individuals with many options when it comes to building their knowledge base. Both formal and informal educational opportunities are available in many different formats, including face-to-face and online delivery methods. The purpose of this study was to examine the type of education and training opportunities in which Nebraska agricultural employees participate and their satisfaction with different delivery formats. The specific objectives of this study were to determine 1) the type of education or training programs rural agricultural employees have participated in over the last two years, and 2) the differences between attitudes toward face-to-face versus online education and training approaches. In general, results indicated that agricultural professionals participated in face-to-face training and training related to their job more often than other types of training. They also tended to be more satisfied with face-to-face training than online training. As educators develop programming for agricultural professionals, these findings may be helpful in designing high impact educational opportunities

Using an International Experience to Bridge the Gap Between Culture and Science Literacy

Today’s agricultural industry is charged with feeding a growing population, which means producing larger quantities of food and marketing the food worldwide. Future employers seek graduates that have global perspectives. To mitigate students’ lack of international knowledge, many higher education institutions are providing students an opportunity to participate in study abroad programs. The purpose of this study was to explore how an international experience in South Africa impacted participants’ perceptions of South African culture, global agriculture, and science. Seven reoccurring themes emerged from the data: a) adaptability (preexperience), b) enhanced communication skills (both pre and post experience), c) an attainment of diverse/broadened academic agricultural knowledge (both pre and post experience), d) risk taking (postexperience), e) intercultural competency and global awareness (both pre and post experience), f) critical thinking skills (postexperience), and g) career enhancement (postexperience). Findings indicate an international experience should integrate cultural learning, academic learning, and should be applied to the participant’s future career