Agricultural Policy of the United States

Mercier, Stephanie; Halbrook, Steve A.

doi:10.1007/978-3-030-36452-6

Cited by 14 publications

(19 citation statements)

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“…The larger STEM education backdrop allows for consideration of the role STEM education research and practices in AFNR educational contexts plays in implementing this vision. Claims that teaching STEM in AFNR educational contexts offers an opportunity to simultaneously strengthen STEM education through contextualized learning, expanding the STEM pipeline, and strengthening student preparedness for careers in AFNR are prevalent, e.g., Mercier (2015) and STEM Food & Ag Council (2014), but efforts to substantiate these claims require synthesis of research findings in a meaningful way. The context and target audience for interventions, goals for teaching STEM, frameworks, and models for STEM education and/or integration, and operationalization of STEM in research (Dierking & Falk, 2016;NAE & NRC, 2014;NRC, 2015) need to be documented systematically within this body of literature.…”

Section: Visioning For Stem Education Research and Practicementioning

confidence: 99%

Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

Scherer¹,

McKim²,

DiBenedetto³

et al. 2019

JAE

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The world demands individuals with knowledge and skills in agriculture, food, and natural resources (AFNR) paired with proficiency in science, technology, engineering, and mathematics (STEM) concepts. Current models for STEM education call for interdisciplinary approaches in which learners address real-world challenges, indicating high potential for collaboration with researchers and practitioners in AFNR. The purpose of this study was to articulate the state of the 2010-2017 literature for STEM in AFNR education to inform future research, innovations in practice, and interdisciplinary collaborations. Using a systematic review approach and qualitative analysis techniques, 52 peer-reviewed STEM in AFNR education articles were analyzed for general characteristics, instructional approaches, STEM subjects, relationship between STEM subjects, relationship between STEM and AFNR, justifications, foci, and operationalization of STEM in research. Within each category, we identified themes that resulted in a summary of STEM in AFNR education in which future research and practice could align. Results indicated STEM in AFNR serves a range of populations, science and math are well represented, engineering is poorly represented, and mechanisms through which STEM learning occurs are often inadequately described. We recommend a collaborative and interdisciplinary future for STEM and AFNR education because both communities are pursuing common aims.

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Section: Visioning For Stem Education Research and Practicementioning

confidence: 99%

Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

Scherer¹,

McKim²,

DiBenedetto³

et al. 2019

JAE

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“…Whether school-based agricultural education (SBAE) teachers are relevant, applicable, or important in the current school system is an issue of ongoing debate. In a world where science and business have expanded research into food, fiber, and natural resources, SBAE teachers are needed not only to educate students "about" agriculture but also "in" agriculture (Mercier, 2015;Vaughn, 1999). SBAE programs reach beyond secondary classrooms and laboratory environments and enter the surrounding communities as SBAE students eventually transition into active community members (Mercier, 2015;Vaughn, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In a world where science and business have expanded research into food, fiber, and natural resources, SBAE teachers are needed not only to educate students "about" agriculture but also "in" agriculture (Mercier, 2015;Vaughn, 1999). SBAE programs reach beyond secondary classrooms and laboratory environments and enter the surrounding communities as SBAE students eventually transition into active community members (Mercier, 2015;Vaughn, 1999). Having a community of informed consumers and producers is essential in creating an agriculturally literate society (Mercier, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…SBAE programs reach beyond secondary classrooms and laboratory environments and enter the surrounding communities as SBAE students eventually transition into active community members (Mercier, 2015;Vaughn, 1999). Having a community of informed consumers and producers is essential in creating an agriculturally literate society (Mercier, 2015). In addition to becoming more agriculturally literate, there are positive relationships between student involvement in SBAE programs and state standardized test scores (Chiasson & Burnett, 2001), school and community engagement (Balschwield & Talbert, 2001), and the likelihood of attending a two-or four-year college (Balschweid & Talbert, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

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Examining the Reasons Agricultural Education Teaching Graduates Choose to Enter, Leave, or Stay in the Teaching Profession

Igo¹,

Perry²

2019

JAE

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With half of all school-based agricultural education teachers leaving the profession within their first six years, the need is greater than ever for post-secondary graduates to enter and stay in the profession. This study explored potential influencers on graduates' career decisions, focusing on identifying potential reasons they chose to not enter, leave, or stay in the profession. The target population was Montana State University Agricultural Education Teaching graduates who completed their degree program between May 2005 and May 2016 (N = 58). Respondents' post-graduation career paths fell into five predetermined groups, which were then narrowed into three broader groups: never entered, leavers, and currently teaching. Similar to previous research, competitive salaries outside education, being recruited for another position, and an inadequate work-life balance emerged as the largest factors in respondents' decisions to not enter the profession. Somewhat contradictory, adequate work-life balance; stable contracts with a competitive salary; and positive student, school, and community connections emerged as top reasons to remain in the profession. Since the most common reasons for not entering/leaving the profession revolved around careers outside of education, primarily the salaries of those positions, it is recommended that stakeholders explore alternative methods of providing supplemental funding for these salaried positions.

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“…In the 1970s, the term agricultural literacy first appeared and referred to the non-farming public's knowledge of agriculture (Mercier, 2015). A person who is agriculturally literate is someone who "would understand the food and fiber system and this would include its history and its current economic, social and environmental significance to all Americans" (National Research Council, 1988, p. 8).…”

Section: Why Websites Work: An Examination Of Interdisciplinary Agricmentioning

confidence: 99%

Why Websites Work: An Examination of Interdisciplinary Agricultural Center Websites

McLeod¹,

McKee²,

Woodall³

et al. 2018

Journal of Applied Communications

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This study examined the online content of interdisciplinary agricultural center webpages. Content modification dates, mission statements, and content were determined through a content analysis. Many of the websites did not mention a modification date for the content, while many websites had outdated content mostly older than six months. More than two-thirds of the websites provided PDFs that visitor could download to learn more about topics, by many of the websites lacked any media element that was being coded. Additionally, many websites did not use multiple forms of media. More than half of the websites were coded as lacking any social media content or plugins, but out of the websites that did include social media content, Facebook was the most prevalent. The commonalities between the center's mission displayed on the website and the content theme were analyzed and chi-square tests provided the degree of association. A significant association existed and an alignment between communication strategies and missions of the centers was concluded, which is important when organizations communicate about agricultural science as indicated by previous literature. It is recommended that centers communicate via their websites in a timely manner and allow modification times to be seen to viewers to show their information is up-to-date. Website media content should also be diversified and communicators of these centers should explore the unique communication opportunities provided by social media. Future research should explore the target audience of interdisciplinary agricultural centers and should analyze the messages centers are using to communicate with those audiences.

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Agricultural Policy of the United States

Cited by 14 publications

References 0 publications

Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

Making Sense of the Buzz: A Systematic Review of "STEM" in Agriculture, Food, and Natural Resources Education Literature

Examining the Reasons Agricultural Education Teaching Graduates Choose to Enter, Leave, or Stay in the Teaching Profession

Why Websites Work: An Examination of Interdisciplinary Agricultural Center Websites

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