Each teacher is unique in many ways. Teachers vary from one another in such characteristics as learning style, teaching style and personality style. Research has been conducted in several teacher education disciplines with regard to the selected teacher characteristics of learning style (

Regenerative agriculture is a newly codified approach to agriculture that emphasizes reducing reliance on exogeneous inputs, as well as restoring and enhancing ecosystem services such as soil carbon (C) sequestration. These regenerative agriculture principles suggest that modern livestock systems can be redesigned to better capitalize on animals' ecological niche as biological up cyclers and may be necessary to fully regenerate some landscapes. One example is a multispecies pasture rotation (MSPR) system, which symbiotically stacks multiple animal production enterprises (i.e., chickens, cattle, sheep, and pigs) on one landscape. We conducted a whole-farm life cycle assessment (LCA) of an MSPR in the southeastern United States that was originally converted from degraded cropland. We compared the production outputs, greenhouse gas (GHG) emissions, land footprints, and soil health outcomes to a conventional, commodity (COM) production system of each respective species. Our 20-year MSPR chronosequence of soil C and other soil health indicators shows dramatic improvement since establishment, sequestering an average of 2.29 Mg C ha−1 yr−1. Incorporation of soil C sequestration into the LCA reduced net GHG emissions of the MSPR by 80%, resulting in a footprint 66% lower than COM. However, when comparing required land between the two systems for food production, MSPR required 2.5 times more land when compared to COM. Thus, while our model indicates that MSPR can simultaneously produce protein while regenerating land, a considerably greater land area is needed when compared to COM. Our results present an important yet paradoxical conclusion on land and food production balance. Should society prioritize an input-intensive, COM system that produces more food from a smaller yet degrading land base? Or, alternatively, should systems such as MSPR that produce less food on a larger, but more ecologically functional landscape be more highly prioritized? These complexities must be considered in the global debate of agricultural practice and land. Our results indicate MSPRs are a useful model for alternative livestock production systems with improved environmental outcomes, but in this study may present considerable land-use tradeoffs.

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Learning style refers to the predominant and preferred manner in which individuals take-in, retain, process, and recall information. Teaching style is defined as the predilection toward behavior in the teaching-learning exchange that comes from attitudes, aspirations, and, personal and social histories and cultures. The purpose of this descriptive study was to describe the preferred learning style and teaching style of student teachers in agricultural education at the

Inclusion of new and emerging technologies within agriculture, food, and natural resources education curricula is essential to empowering learners for future success. In the field of Agriculture, Food, and Natural Resources (AFNR) Education, however, scant literature exists exploring teacher adoption of new and emerging technologies within their curriculum. In the absence of such research, AFNR Education is left to wonder if interventions are needed to increase the currency of AFNR curricula. Grounded in Diffusion of Innovations Theory, the current study sought to address this challenge in Michigan by analyzing teacher perceived needs, curricular implementation, teaching methods, and student engagement associated with 15 new and emerging AFNR technologies. Teachers perceived the highest needs related to teaching blockchain technology, unmanned aerial vehicles, and precision agriculture sensors. The most commonly taught technologies were genetic modification, value-added processes, and precision agriculture sensors. Across the 15 technologies, lecture was identified as the most common teaching method. Teachers reported student engagement was higher than average when teaching 11 of the 15 new and emerging technologies. In total, findings indicate clear opportunities to increase coverage of new and emerging AFNR technologies in Michigan. Further, the Diffusion of Innovations Theory offers insights into structuring interventions to increase curricular inclusion.