This national study examined effective student recruitment and retention practices used by colleges of agriculture in the United States among 1862 land-grant, 1890 land-grant, and non-land-grant institutions. Respondents reported that faculty at colleges of agriculture were primarily white. Through the analysis of subgroup percentages, the researchers found that the ethnic makeup of faculty was not reflective of the general population. The researchers found that administrators from 1862 land-grant institutions reported statistically significant differences (p < .05) regarding the use of specific strategies to target underrepresented populations in student recruitment as compared to other institutional types. Further, 1862 land-grant institutions reported statistically significant differences in student retention strategies (p < .05) as compared to other institutional types regarding the delivery of programs that aimed to retain first-year students. Based on key findings from this investigation, the authors developed the agricultural student retention model (ASRM) to help guide colleges of agriculture in improving their holistic retention program as they navigate inclusive and diverse institutional contexts. Additionally, key recruitment strategies were identified as well, that could facilitate holistic student recruitment efforts. Perhaps more significant progress can be made toward creating a sustainable agricultural workforce that is more reflective of U.S. population demographics using this model.

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The purpose of this descriptive research study was to evaluate the effectiveness of Web-enhanced agricultural education pedagogy as perceived by students in a collegiate agricultural education program. Overall, respondents agreed there were many benefits to Web-enhanced courses and perceived all Web site components under study to be very useful. It was recommended that Webenhanced instruction be increasingly utilized in agricultural education settings in order to encourage learning, increase problem-solving skills, and increase technological literacy.

A majority of farmers with a disability rely heavily on caregivers to ensure they can fulfill their daily roles and responsibilities. Family members, such as spouses, parents, siblings, and children, are the most common caregivers. However, little is known about the resources and support needed to ensure these individuals can successfully navigate this complex role. In response, the North Carolina AgrAbility Project has provided caregivers with education, resources, and support so that these individuals can better assist farmers with a disability to minimize the job-related obstacles they face. In the current study, we sought to examine how caregivers of farmers with a disability have been empowered through the North Carolina AgrAbility Project. When viewed through the lens of Zimmerman’s empowerment theory, four themes emerged (a) barriers to empowerment; (b) intrapersonal empowerment; (c) interactional empowerment; and (d) behavioral empowerment. Consequently, findings from this investigation documented that caregivers navigated key barriers to become empowered after receiving assistance from the North Carolina AgrAbility Project. Further, their experiences in AgrAbility changed how they approached supporting farmers with a disability. In response, we provide recommendations for better supporting and leveraging the caregiver network of farmers with a disability.

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