The emergence of women agriculture teachers over the past 50 years has opened opportunities while revealing issues which females still face in agricultural education. Issues such as lack of female role models, gender stereotyping, and gender bias have been documented in agricultural education research. The purpose of this study was to explore the history of women's roles in vocational agriculture through the photographs of the Agricultural Education Magazine from 1929-1969. We utilized visual research methods to explore how women were represented in the photographs. We found 355 photographs with women in the pictures, 70 of those photographs met our criteria for visual analysis, and 17 photographs were included in the manuscript. The photographs showed women working in highly gendered roles as well as women breaking into typically male dominated roles. The photographs highlighted some of the first female vocational agriculture students and female student teachers. These women should be viewed as important pioneers in vocational agriculture. Nonetheless, the women in the photographs had various gendered roles which often conflicted with their acceptance in the profession.

This study examined the effects of USDA carcass maturity on sensory properties of LM steaks produced by cattle representing 2 dental age classes. Carcasses identified for use in the experiment were produced by steers and heifers classified as either <30 mo of age (MOA) or ≥30 MOA at the time of slaughter using dentition. Within each dental age class, carcasses were selected to represent 2 maturity groups and 3 marbling categories, resulting in 12 dental age × maturity × marbling subclasses, each consisting of 50 carcasses. Maturity groups consisted of carcasses classified by USDA graders as either A to A (A) overall maturity or B to D (B-D) overall maturity; marbling categories consisted of carcasses with instrument marbling scores of Slight to Slight (SL), Small to Small (SM), or Modest to Moderate (MT-MD). Carcasses were selected in pairs so that each carcass chosen to represent the B-D-maturity group was paired with an A-maturity carcass of the same sex and marbling score (±50 marbling units). Strip loin (LM) steaks were obtained from both sides of each carcass. After a 14-d aging period, 1 LM steak was measured for Warner-Bratzler shear force (WBSF) and slice shear force (SSF), whereas the other LM steak was used for sensory analysis by a trained descriptive attribute panel. No differences ( > 0.05) in LM tenderness, juiciness, or flavor were detected between carcass maturity groups in either dental age class. Advanced dental age (≥30 MOA), however, was associated with more intense ( < 0.05) grassy and bloody/serumy flavors and decreased ( < 0.05) tenderness within the SL marbling group. Marbling score effectively stratified carcasses (MT-MD > SM > SL) according to differences ( < 0.0001) in LM tenderness, juiciness, beefy/brothy flavor, and buttery/beef fat flavor. In addition, increased marbling was associated with lesser ( < 0.01) intensities of bloody/serumy, livery/organy, and grassy flavors as well as smaller ( < 0.0001) values for WBSF and SSF. Results of this study suggest that USDA carcass maturity does not effectively identify differences in LM sensory attributes in the population of beef carcasses routinely offered for grading in today's U.S. commercial beef processing facilities.

American agriculturalists are divided on a variety of issues related to production and consumption of food. Broadly speaking, two groups have emerged along two ideological lines: agrarian populism, which articulates conventional agricultural values, and neo-agrarianism, which shares some nonconventional agricultural values. Although both groups may find common ground, their ideological differences have led to conflict. Land-grant institutions are not immune to this type of conflict. This study examined how differing agricultural ideologies affected the experiences of agricultural education undergraduates at a land-grant institution.Two focus groups of agricultural education students at [University] were set apart to explore their agriculture values. Three themes emerged from this study: (a) acknowledgement of different agriculture values; (b) deeply rooted agriculture values; and (c) conflicts arising from differing agriculture values.Arguments from some students centered on agrarian populist ideological ideals, including traditional agriculture, farming, and rural lifestyle values and were often rooted in emotions. They were concerned about protecting a way of life, which they felt was being threatened by others. Some participants who had more neo-agrarian agriculture values did not freely present their arguments; but, seemed more comfortable promoting some of the more traditional agrarian populist ideals.

The COVID-19 pandemic has greatly affected higher education, but when learning shifted to an online environment it provided an opportunity to gain insight into how classroom format influences student performance and preferences. Thus, our objective was to assess student performance across classroom types, along with student perceptions of learning, to better understand the learning environment at the height of COVID-19. We evaluated student performance by final grade in undergraduate animal genetics (ANEQ 328) and large animal physiology (ANEQ 305) courses across four semesters, from before the pandemic through the return to in-person learning. In addition, students received surveys with questions regarding their learning experience. Survey analysis showed a consistent influence of COVID-19 within the classroom, mostly due to secondary effects. Student performance increased (P < 0.05) or was maintained in the pandemic centered semesters compared to pre-pandemic scores. When in-person learning resumed, scores in the ANEQ 305 course were worse (P < 0.05) than any previous semester but scores in the ANEQ 328 course returned to pre-pandemic levels. Overall, this study indicated that student performance was not negatively affected by the online transition during COVID-19 in these two courses, but it did decrease student satisfaction with their learning.

To successfully educate the public about agriculture, food, and natural resources, we must have effective educators in both formal and nonformal settings. Specifically, this study, which is a valuable part of a larger sequential mixed-method study addressing effective teaching in formal and nonformal agricultural education, provides direction for future effective teaching research in extension education. Particularly, this study assessed 142 behaviors, characteristics, and techniques considered indicative of effective teaching, to reduce the number of competencies and identify constructs of effective teaching in extension education. A total of 1,470 extension educators from 30 states, surveyed in the fall of 2011, served as the population for this study. As a result, 63 effective teaching competencies in 11 constructs were identified. Psychometric evaluation of the 11 constructs resulted in Cronbach's alpha coefficients ranging from .82 to .93, supporting the reliability of the identified constructs. An expert panel then named the constructs, many of which aligned with those identified in previous teaching effectiveness research. Implications for practice and research resulted from this study, including a proposed three-part framework for assessing effective teaching in extension education, which includes self-evaluation, observation-based assessment, teaching-related output and/or outcome measures.