Faculty Research
All research and development activities in the Department of Agricultural Education & Studies are conducted as a part of the Iowa State University Agricultural & Home Economics Experiment Station Umbrella Project in Agricultural Education
having the following components: evaluation systems, instructional supervision,
experiential learning, career development, delivery systems and curriculum
development. Scholarly work accomplished by faculty and graduate students
is listed in a separate report.
Supervision of Instruction
A study sought to describe Agricultural Education
student teachers’ perceptions and preferences of the type of supervision
they experienced from their student teaching supervisors. The results
revealed that student teachers perceived both their cooperating teachers
and university supervisors to engage in contextual and clinical supervision
practices. Most cooperating teachers were also perceived to use the non-directive
style of developmental supervision while most university supervisors
were perceived to use collaborative style. Most student teachers felt
that supervision practices from all supervision models were important
to them. Of the developmental supervision styles, most student teachers
preferred the collaborative supervision style. Future studies should
examine how supervisor beliefs, supervisory situation, and student teachers’
personal and professional characteristics influence the supervisors’
supervisory behaviors. (Thobega, G. Miller)
Adult Education & Conceptual Change
The goals of this research were to describe the type and
extent of conceptual understandings possessed by trained and certified
foodservice workers of scientific principles relevant to preventing food
borne illnesses. The theoretical framework informing the research combined
science education’s conceptual change model and adult education’s transformational
learning theory. The study confirmed that neither managers nor workers
were able to convey an understanding of cooling beyond routine practices
associated with on-the-job training. Results explained, in part, the
poor uptake of conventional training. Recommendations included increasing
employees’ motivation to learn scientific concepts by tapping their desire
to be better cooks forcing a new identity of ‘food safety workers’; increasing
problem-solving abilities involving all employees in food safety educational
experiences. (Ellis, Grudens-Schuck)
Mentoring in the College of Agriculture
Recent research
on mentoring indicates that agriculture faculty may not be aware of the
formal mentoring process presented in the Mentor Function Model by Brzorka
et al. and may confuse the role of an academic advisor with the role
of a mentor. There appears to be no single, precise definition of mentoring.
Faculty training workshops and seminars were recommended to enhance the
mentoring process for undergraduates in agriculture. (Wolfe, Martin,
Retallick, Steiner)
Leadership Knowledge & Skills
in Agriculture
Recent research sought to describe the perceptions of
selected agriculture industry professionals regarding leadership, concepts,
skills and traits they believed to be important for new recruits to their
companies/organizations. Agriculture career fair exhibitors indicated
the following concepts, skills and traits to be of special significance,
respectfully: effective listeners, open to change, knowledgeable, high
aspiration, and team oriented; communication, listening, accountability,
taking responsibility, and decision-making; attitudes, trust, dependability,
honesty, and self-confidence. Results from this study may be useful for
identifying appropriate course related content for leadership education.
(Smalley, Martin)
Teaching & Learning Processes in Extension
Recent regional research studies in adult education
focused on determining agricultural teaching and learning processes in
educating about water
quality issues and their relationship to motivation for learning about
water quality. Agricultural extension educators are highly driven by
intrinsic factors. The most established source of motivation was self-concept.
They were highly motivated by their personal standards. An inservice
model was developed focused on water quality issues and adult learning
principles. (Camara, Martin)
Career Exploration and Career Indecision
A study was conducted
exploring factors influencing the level of career exploration of undergraduate
agriculture students. A major goal was to explain variance in the level
of career exploration that could be explained by selected career indecision
factors. Findings indicated that higher levels of career indecision were
associated with lower levels of career exploration. Stepwise regression
analysis revealed that the level of career exploration could be predicted
by two career indecision factors. (Esters)
Evaluation Systems
A principal line of inquiry has been the influence of culture on clients’
understanding and acceptance of evaluation methodologies. A major finding
learned from this inquiry is that participatory approaches to evaluation,
for example, must use methods which possess some novel and some traditional
features. Otherwise, clients will not be able to learn from the evaluation
or utilize the findings appropriately. This research will seek to establish
proportions and combinations of “novel versus traditional”. Findings
potentially will alter standard protocols for selecting evaluation
methodologies. (N. Grudens-Schuck)
Career Exploration Process Behaviors
A study was conducted to explore the extent
to which career exploration process behaviors influence the level of
career certainty of undergraduate agriculture students. Findings indicated
that students were relatively certain in having made a decision about
a career but only moderately engaged in various career exploratory process
behaviors. Findings also revealed that two career exploration process
behaviors explained a significant proportion of the variance in the level
of career certainty. (Esters)
Evaluation of AgPAQ
AgPAQ stands for Agriculture students
Providing integrated solutions for Agronomy and farm business management
Questions. Data indicate that students participating in the AgPAQ learning
community achieved significantly higher levels of performance in the
areas of oral communication, written communication and technical content
knowledge than students in the comparison groups. (Barnett, G. Miller)
Agricultural Law
This research focuses on all areas of agricultural law with
particular emphasis on farm taxation and farm estate and business planning.
Research includes premises liability, agricultural contracts, farm bankruptcy,
real property, secured transactions, cooperatives, water and the environment,
and regulatory law. This research has been widely published in numerous
professional law reviews and journals and is widely disseminated in lay-level
publications across the United States. Research findings are also disseminated
to an average of 8,000 persons annually in seminars and an unnumbered
amount of people through numerous radio broadcasts and webcasts. (McEowen)
Career Exploratory Beliefs
A study was conducted to determine the extent to
which career exploratory beliefs influence the level of certainty of
freshman and senior undergraduate agriculture students. Freshmen and
seniors were moderately certain in having made a decision about a career
and also held moderate career exploratory beliefs. Career certainty was
found to be significantly related to various career exploratory beliefs.
Findings also revealed that career certainty could be predicted from
a career exploratory belief dimension for both freshmen and senior students.
(Esters)
Off-Campus Master of Agriculture Program
An alumni benchmark
analysis of the master of agriculture program in professional agriculture
was conducted. Alumni identified benefits of the program including providing
them with new knowledge, analytical skills, and problem-solving skills;
they indicated that the program was structured and organized in a way
that fit their employment needs and goals; they indicated that the program
provided them with good to excellent preparation for their current profession;
and increased their self-confidence. A total of 97.6% of the respondents
reported that the program accomplished the objective of providing advanced
training in science, technology, and business in the food, agriculture,
and natural resources system. (W. Miller, Yacoub, Jones)
Agricultural Mechanics
A study was conducted to validate
selected agricultural mechanics objectives with secondary agriculture
teachers. The teachers validated 99 agricultural mechanics objectives
for the secondary agricultural education curriculum and for pre-service
education. Ninety-three objectives were identified as important to include
in the teacher education program prior to licensure. Most important to
secondary teachers are power structural and technical systems. A need
for lesson plans that can be used in both the laboratory as well as in
the classroom; assistance organizing agricultural mechanics instruction
in a way that will allow teachers to focus on student achievement; and
there is interest in inservice courses. (W. Miller, Bockhop)
Agricultural Literacy
Based on the results of this study,
research has indicated that it should not be assumed that students who
live in rural areas have knowledge of agricultural practices and issues.
The study indicated that 16 selected agriculture concepts do not occupy
a predominant place within the curriculum. The positioning of agricultural
knowledge at the margins of the elementary curriculum is unlikely to
result in strong knowledge gains. One-shot approaches are not effective.
Teachers indicated that when materials were provided through impersonal
means (e.g., mailed) the materials were usually not utilized in their
classrooms. Teachers who had attended workshops valued the instruction
they received, and they also indicated a desire for continued follow-up.
(W. Miller, Turnbull)
Agriscience Education Self-Efficacy
Research is being conducted
to explore the prediction of vocational interest in agriculture of students
enrolled in urban agricultural education programs. Data for the students
were collected using the Agriscience Education Self-Efficacy Scale (AGSSES;
Esters & Luster, 2004). Preliminary findings indicate that agriculture self-efficacy
and agriculture outcome expectations explain a significant proportion
of the variance in agriculture interests for both freshmen and senior
students enrolled in an urban agricultural education program. (Esters)
On-Line Degree Programs
The objectives of the study were
to: (1) describe needs and market related factors for secondary agriculture
teachers regarding online graduate courses and a MS degree, (2) predict
the likelihood that agriculture teachers whose highest level of education
was a BS degree would enroll in an online MS degree program. The population
consisted of 236 agriculture teachers in Iowa. The response rate for
the online census survey was 74%. A majority (70%) of the teachers indicated
a need for graduate courses in the next five years to maintain employment
or to renew their license. In addition, most (88%) indicated that an
MS degree would increase their salary. Teachers were encouraged by their
employers to continue their formal education (50%) and to participate
in workshops and conferences (75%). However, few employers provided tuition
assistance (2%) or release time (5%). A significant number (n=82) of
teachers indicated a high likelihood of applying for admission to a proposed
online MS degree program in agricultural education at Iowa State University.
Stepwise logistic regression analysis yielded a model that could be used
to correctly
classify 80% of teachers as being likely or unlikely to enroll in an
online MS degree program in agricultural education. The three variables
that were included in the model suggest that recruitment and program
development efforts should target younger teachers who are highly skilled
in using computers and need graduate courses in the next five years to
maintain their professional license. (G. Miller, W. Miller)
Professional Development Needs
The purpose of this study
was to assess the needs of selected extension professionals for agricultural
education programming. The researchers targeted professionals who had
the potential to benefit from professional development opportunities
provided by agricultural education faculty. Persons having the following
job titles were studied: County Youth Coordinator, County Extension Education
Director, Extension Program Assistant, and Field Specialist. The target
population consisted of 412 extension professionals in Iowa. Two hundred-sixty
five extension professionals responded to the online questionnaire resulting
in a response rate of 66%. A majority (59%) of the respondents had a
MS degree or higher level of education and only 11% indicated a
need for additional graduate level courses. An even smaller proportion
(8%) of respondents said that they would receive any financial incentive
to take additional courses beyond the MS degree. Most (90%) of the extension
professionals had employers who encouraged them to attend workshops and
conferences. Slightly less than half had employers, who encouraged continued
formal education (48%), would provide tuition assistance (47%), and release
time to take courses (45%). Agricultural Education faculty at Iowa State
University can best contribute to meeting professional development needs
of Iowa extension professionals through nonformal workshops and seminars.
This programming could be delivered by traditional face to fact methods,
but data suggests that this programming could also be successful delivered
with distance learning technologies. (G. Miller, W. Miller)
Experiential Learning
*Theory & Use – Recent research has been conducted
that focuses on the theory and use of experiential education in teaching
and learning at the undergraduate and adult education levels. Research
examing students’ perceptions and reactions to two experientially-based
courses on agriculture business management presenting similar content
but using vastly different delivery methods indicated experience-based
courses have positive impact. On-going research focuses on benefits of
experiential learning in both formal and non-formal education with possible
applications to other agricultural and educational settings. (C. Steiner,
L. Trede)
*SAE Impact & Trends – SAE’s have a positive
economic impact in Iowa. Besides students earning money while developing
skills, a positive return on investment was realized when comparing student
income to the travel and salary expenses reported. Over an eleven-year
period, agricultural education enrollment, SAE participation, and FFA
membership have grown annually. However, there is concern because the
growth in agricultural education has out paced SAE and FFA growth. The
percent of students participating in SAE and FFA are at all time lows.
(M. Retallick, R. Martin)
Career Development
Recently, two studies have investigated the influence of factors on
urban agricultural education students’ educational and career choice
behaviors.
Findings indicated several internal and external events and experiences
influenced students’ decisions to choose or not choose a career in
agriculture (e.g., parents, educational experiences, and work experiences).
Factors influencing students to enroll in a secondary urban agricultural
education program included parents, recruitment events, agricultural
interests, and agricultural career aspirations. (L. Esters)
Delivery Systems
Research designed to improve the effectiveness of the College of Agriculture’s
Master of Agriculture (M.Ag.) program in Professional Agriculture represents
an on-going research effort. This non-thesis, distance education degree
program was started in 1979 and since that time more than 100 professionals
have earned the degree. Aspects being studied include: admissions,
financial aid, academic advising, needs and expectations of participants,
course offerings, course delivery methods and technology, and effects
of the program on participants’ lives and careers. Early findings indicate
the need to improve student services and communication about student
services to off-campus students. Course offerings need to be increased,
especially in plant sciences. Asynchronous delivery of course content
is preferred, but synchronous interaction during a course is valued.
The use of courseware with the Internet or technology involving the
use of CD’s linked to the Internet is accepted by students. The creative
component project
is a highly valued component of the M.Ag. program. The program is valued
by graduates and is perceived to be useful in career advancement as
well as career change. (W. Miller)
Extension Strategies for Vulnerable Populations
Extension strategies differ in the effectiveness with different groups.
This study examines options for extension in reaching some of the most
vulnerable populations, those that are typically challenging for public
extension services to reach. In the case of this study vulnerable populations
include HIV/AIDS sufferers, women and children, and the economically
disenfranchised, including landless peasants and homeless individuals.
(D. Acker)
