Source: IOWA STATE UNIVERSITY submitted to NRP
EXPERIENCE-BASED LEARNING IN AGRICULTURE
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
HATCH
Reporting Frequency
Annual
Accession No.
0230380
Grant No.
(N/A)
Cumulative Award Amt.
(N/A)
Proposal No.
(N/A)
Multistate No.
(N/A)
Project Start Date
Jun 1, 2012
Project End Date
May 31, 2017
Grant Year
(N/A)
Program Code
[(N/A)]- (N/A)
Recipient Organization
IOWA STATE UNIVERSITY
2229 Lincoln Way
AMES,IA 50011
Performing Department
Agricultural Education and Studies
Non Technical Summary
The research program described in this proposal is an umbrella project involving several related studies that address the goal of searching for new knowledge about contextual learning in agriculture. Experience is believed to be at the very top of the scale for the highest quality of learning. Social learning theory and experiential learning theory have been linked to the constructivist view of learning. The many studies in this project seek to test various models focused on experiential learning in a variety of agricultural settings in an attempt to evaluate the results of these models as well as develop new approaches and models for experiential learning. Quantitative and qualitative research designs will be used to address the key objectives of the various studies. The end result has the potential to impact learning and teaching technical agriculture subjects and skills as well as enhancing the quality of education in agriculture.
Animal Health Component
70%
Research Effort Categories
Basic
(N/A)
Applied
70%
Developmental
30%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
9036010303020%
9036099302030%
9036050303020%
9036010302030%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6010 - Individuals; 6099 - People and communities, general/other; 6050 - Communities, areas, and regions;

Field Of Science
3020 - Education; 3030 - Information and communication;
Goals / Objectives
The overall purpose of this research program is to investigate the role of contextual experience in various agricultural settings. Professional settings include agricultural business and industry, extension education, teacher education and higher education. Specific objectives focus on the following five areas critical to experiential learning especially as they impact agricultural education and the related areas and disciplines of the agricultural industry: Identify theories in use focused on experience-based education in agriculture agricultural business and industry, extension education, teacher education and higher education; Describe the efficacy of experience-based education in agriculture in each of the identified professional settings; Identify best practices to follow in experience-based education in agriculture in each of the professional settings; Assess existing models and develop new models for effective use of experiential learning systems; Evaluate outcomes of experiential learning systems. As suggested by the National Research Agenda of the American Association for Agricultural Education (2011), this umbrella research program seeks to deepen our understanding of effective teaching and learning processes in all agricultural education environments; examine the role of motivation, self-regulation, metacognition, and/or reflection in developing meaningful, engaged learning experiences; examine the role of diversity and multiple perspectives in meaningful learning; develop and assess various learning interventions and delivery technologies; examine various meaningful learning environments in assorted agricultural education contexts for their impact on specific cognitive, affective, and psychomotor learning outcomes. The focus of the new project includes evaluation of outcomes, testing experience based models and the effectiveness of practices in use. Old models will be used to create new models. It is expected that the outputs/outcomes of the new project will be an improved system of learning and delivery of education that focuses on the impact of learning through experience which goes beyond merely describing what is. If it is true that learning is achieved best through structured experience, then the approach to education will focus on the audience of learners rather than being totally focused on the subject matter. For example, one idea is to help youth and adult learners communicate about the subject matter in order to learn rather than merely learning to communicate outside the context of real experience.
Project Methods
Quantitative and qualitative research designs will be used in this research program. Surveys, questionnaires, as well as focus groups and interviewing procedures, will be utilized. Needs assessments will be conducted using descriptive survey research and/or the Delphi technique. The Delphi technique uses a series of open-ended questions and participants provide feedback. Responses are grouped into a manageable summary and several rounds are conducted with the intent of reaching some consensus among the participants. Wherever possible, random sampling techniques will be used. Attitudinal scores will be measured using Likert-type scales. Survey instruments will be validated by a panel of experts. Internal consistency of the scales will be calculated using Cronbach's alpha coefficient. Wherever possible, descriptive or inferential statistics for quantitative data and constant comparison techniques for generating qualitative data will be utilized for data analysis. IRB approval will be obtained as needed for all protocols and research projects. Departmental workshops (within and inter-departmental), conferences, meetings and trainings will be conducted to disseminate the research findings apart from peer reviewed publications. The findings will also be disseminated through regular departmental publications, and implemented through inter-departmental collaboration. Experimental and/or quasi-experimental research designs will be used to test different strategies/models. Either experimental or quasi-experimental research designs and methodologies are highly appropriate for natural and social science settings. Exact specificity on research design, assignment of subjects to experimental and control groups will be determined for each individual study within the research program. Impact will be evaluated through the use of questionnaires, observations of new practices and changes in observed approved practices.

Progress 06/01/12 to 05/31/17

Outputs
Target Audience:The target audiences of this projected centered on agricultural education and included university faculty, pre-service agriculture teachers, high school agricultural science teachers and biological science teachers, extension educators and other faculty and professional focused on teaching and learning, specifically experiential learning. Much of the work had significance to Iowa and local programs. However, the results of this work has impacted educational programming and delivery nationally as well as globally. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?The PIs on this project regularly sought training and professional development related to this project. They has been consistently active in professional societies earning several qualifications including Experiential Education Academy Certification by the National Society of Experiential Education; affiliate professor and mentor of CASE (Curriculum for Agricultural Science Education), a national secondary agricultural education curriculum endorsed by The National Council for Agricultural Education and the National Association of Agricultural Educators; and CASE's teacher certification for the Introduction to Agriculture, Food, and Natural Resources curriculum. They participated in various workshops sponsored by CELT, including the Student Evaluation of Teaching (SET) workshop, the CELT Teaching Partners Program, Preparing Future Faculty, workshops related to the use of clickers and Turning Point, and other workshops focused on utilizing the features of WebCt and Blackboard. Additional professional development has been earned through annual meetings associated with professional organizations like NC Region Agricultural Education Research Conference, National Agricultural Education Research Conference, Association of Career and Technical Education Research Conference, Annual Conference of the Association of Leadership Educators, Western Region American Association for Agricultural Education Conference, Southern Region American Association for Agricultural Education Conference National Agricultural Mechanics Blue Ribbon Conference, American Association for Agricultural Education Conference, Big XII Teaching and Learning Conference, International Workshop on Engineered Crops, Global Food Security Consortium, National Association of Plant Breeders Conference, Leroy and Barbara Everson Seed and Biosafety Symposium, Annual Conference of the American Society for Horticultural Science, North Carolina Education Forum and the Annual North American Colleges and Teachers of Agriculture Conference. How have the results been disseminated to communities of interest?Training and professional development was a significant element of this project. The project members used their expertise, experience and the results of this project to over a variety of workshops and could be organized around three topics: Theory, Adoption and integration of theory into practice including the classroom, and dissemination of best practices. The work of this project has been disseminated via refereed journal articles, conference papers and presentations, doctoral dissertations, master's thesis, master's creative components, educational presentations, and a curriculum in agricultural marketing. Peer-reviewed journals included: Journal of Agricultural Education, Career and Technical Education Research, NACTA Journal, Journal of Leadership Education, Journal of Agricultural Education, The International Journal of Assessment and Evaluation, The Journal of Agricultural Education and Extension, and the International Journal of Scientific Research in Education. Work has been disseminated at professional conferences for educators and extension educators in food, agriculture, and natural resources through juried paper presentations and juried poster presentations. These venues included the North Central Region Agricultural Education Research Conference, Poultry Science Association Annual Meeting, National Agricultural Education Research Conference, Association of Career and Technical Education Research Conference, Annual Conference of the Association of Leadership Educators, Western Region American Association for Agricultural Education Conference, Southern Region American Association for Agricultural Education Conference National Agricultural Mechanics Blue Ribbon Conference, American Association for Agricultural Education Conference, Big XII Teaching and Learning Conference, International Workshop on Engineered Crops, Global Food Security Consortium, National Association of Plant Breeders Conference, Leroy and Barbara Everson Seed and Biosafety Symposium, Annual Conference of the American Society for Horticultural Science, North Carolina Education Forum and the Annual North American Colleges and Teachers of Agriculture Conference. Workshops and trainings incorporated experiential learning theory and practice into a variety of contexts. Beginning and advance biotechnology and agriculture workshops were offered to preservice agricultural science teachers. One researcher served as state leader and affiliate professor of the national CASE (Curriculum for Agriculture Science Education). This curriculum focuses on the scientific method, problem-solving and decision-making. More than 15 workshops for teachers and pre-service teachers across the United States were held in Iowa each summer. The workshops were on: agriculture, food and natural resources; animal sciences, plant sciences, and biotechnology. Another researcher led a team effort to develop and offer a week-long workshop for science teachers and agricultural science Additional STEM-related technology workshops for teachers were offered during the summer. On series of workshops focused on "Climate Change and Agriculture. Another workshop series was designed around small engine theory and technology. Two other workshops focused on welding technology and metallurgy. These workshops were also offered to professionals in welding. The workshops made use of a virtual reality welding simulator as a part of the skills training process. Additional workshops offered as part of this project included computer-aided-design with plasma cutters, technical woodworking and measurement skills, introduction to agricultural mechanics for new, introduction to electricity, and small power equipment. A study involving new training theories was a part of several of these workshops. Institutional and departmental workshops and programming were offered as well. A weekly seminar program called Food for Thought that focused experiential learning was developed for professors and graduate students in the Department of Agricultural Education and Studies at Iowa State University. Research, research methods, teaching methods and strategies, and future research were part of the discussion. A workshop on curriculum development was conducted to help in Identifying and aligning student learning outcomes in the online M.S. degree in agronomy at Iowa State University. Invited presentations include: World Food Prize, Annual Borlaug INSPIRE Day, and National Conference and Global Forum on Science, Policy, and the Environment. These workshops and trainings were not only conducted domestically, but also internationally. One seminar on agricultural extension education was held for professors and graduate students at the Tanzania College of Agriculture and one workshop on agricultural education was held for professors and graduate students at the Botswana College of Agriculture. Workshops on incorporating e-Curriculum Resources for effective classroom teaching was presented at the Improved Master of Science in Cultivar Development for Africa (IMCDA) Joint Partners' Meeting in Ghana, Uganda, and South Africa. A workshop the use of professional learning communities was presented at the Improved Master of Science in Cultivar Development for Africa (IMCDA) Joint Partners' Meeting, Kampala, Uganda. A workshop titled: Experiential Learning in Practice was delivered to Gifft Hill School teachers, St. John, USVI. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Our project sought to identify and better understand experience-based theories used in agriculture-related education, describe the efficacy of experience-based education in agriculture, identify best practices, and assess existing models and develop new ones for effective use of experiential learning (EL) systems. We conducted literature reviews and tested experience-based theories in education. Testing included conducting evaluations of the process and outcomes of educational programs, experiences, courses and workshops. We found that EL must be a cognitive process that includes reflective practice. We also discovered that educators struggled to conceptualize and use EL theory in practice. Therefore, we developed PERT (Pre-flection, Experience, Reflection and Transfer) as a means to employ EL theory in formal learning situations. As a result, we have increased knowledge about EL and how to employ it in the classroom. This project had a significant impact on our own curriculum as the findings were incorporated into undergraduate courses and internships. Students are earning higher grades, more engaged in the course content, and showing signs of knowledge transfer. Our findings have been disseminated and cited broadly in the literature both nationally and internationally. PERT has also been converted and used in other languages including Chinese and Indonesian. The following institutions has used this work: University of Minnesota, University of Missouri, Purdue University, North Carolina State University, South Dakota State University, West Virginia University, Clemson University, Montana State University, and Tennessee Tech. Universities in Ghana, Uganda, and South Africa were trained and are using EL. Objective 1: Identify theories in use focused on experience-based education in agriculture, agricultural business and industry, extension education, teacher education and higher education. We began with a review of literature on experience-based learning, including contextual learning theories: Dewey's Model (Kolb, 1984); Lewin's Model (1951); Piaget's Model (1971); Joplin's Model (1981); Kolb's Model (1984); Knowles, Cole and Presswood's Cycle/Spiral Model (1994); CSREES and 4-H Model (2006); and Andreason's MIELCC (1998).Researchers tested EL theory in a variety of settings: classroom, laboratory/shop, and internships. We redesigned core field experiences and infused PERT. As a result, students have taken on more ownership of their learning and have been able to communicate how the internship experience will influence future experiences. Three courses were redesigned using EL theory and methods. As a result, students are earning higher grades, more engaged in the course content, and showing signs of knowledge transfer. Objective 2: Describe the efficacy of experience-based education in agriculture in each of the identified professional settings. Research included the study of an internet-based educational program in Swine Science; student experiences in a flipped undergraduate capstone course in farm management; impact of tuning protocols on soliciting peer feedback; changes in critical thinking in courses; in-service teacher's ability to teach agricultural mechanics; Science With Practice; and adoption of "eXtension" and its potential to be a disruptive innovation. Findings were used to modify undergraduatecurriculum.Impacts: STEM professional development was further integrated into our undergraduate programs. Pre-service teachers were involved in a biotechnology workshop and a STEM related curriculum workshop. This led to great efficacy of instruction and teacher self-efficacy. Funding was secured for all pre-service teachers to participate in a pre-service teacher CASE Institute which included a CASE certification in the STEM-focused Agriculture, Food, and Natural Resources. Changes were made to the delivery of our online graduate program and included addressing digital access and usability andusing best practices for online delivery. Objective 3: Identify best practices to follow in experience-based education in agriculture in each of the professional settings. Our research revealed the following best practices: Learning activities that relate learner's previous experience to their educational goals. Challenging learning activities that are inquiry-based or utilize problem-solving to allow learners to use their prior experiences and to address real-world situations. Task-oriented learning activities that reinforce learning through the use of the cognitive, affective, and psychomotor domains. Reflective practice techniques. Simulations, when used as a pre-requisite to actual practice or skill development. Communications technology.As a result, two agricultural mechanics courses at Iowa State University were re-designed to include challenging learning activities that are inquiry-based or utilize problem-solving to allow learners to use their prior experiences and to address real-world situations. And virtual welding technology was integrated into the agricultural mechanics program. Two internship courses were revised to include more reflective practice techniques. Objective 4: Assess existing models and develop new models for effective use of experiential learning systems. We evaluated three strategies: Tuning Protocol (TP), Flipped Classrooms, and Team-Based Learning (TBL). The TP was tested in the student teaching internship at the collegiate level. This technique was developed as a means to receive feedback and to fine-tune student assessment, including exhibitions, portfolios and projects. The Flipped Classroom model has been integrated in three courses. The results revealed that flipped classrooms do transform a traditional course by shifting the engagement expectations and how/when the content is delivered.In addition, TBL can help develop learner's interpersonal skills. TBL in education can also be important for developing skills and abilities that are useful for occupations where many projects and tasks are performed by teams. A modified TP was adapted and adopted.The tuning protocol included introduction, presentation, clarifying questions, examination of student work samples, time to reflect on feedback, and group feedback. As a result, preservice teachers developed deeper reflective practices and learned how to accept and use peer review. PERT (Pre-flection, Experience, Reflection and Transfer) was developed to help employ EL theory.It was discovered that teacher educators, pre-service teachers, and high school teachers struggle to employ EL theory in their classrooms. PERT alleviates this issue and provides an uncomplicated way to use EL in a formal classroom. Objective 5: Evaluate outcomes of EL systems. This work included an analysis of EL outcomes as espoused in the literature, a comparison of those outcomes to experience-based course activities and projects, and a revision of some course outcomes and related activities to better ingrate EL theory. The second approach was to study the outcomes of experience-based teaching strategies, specifically looking at a college-wide program called Science With Practice, TP, and TBL. We discovered that cognitively there is value to EL outcomes but the challenge comes from the psychosocial aspects of learning. EL systems and their related outcomes are more engaging and student-centered which provides deeper learning experiences leading to more significant transformational learning. Initially, students struggle with such student-centered and transformational experiences because they are not accustomed to this type of instruction and ownership of learning.As a result of this work, we revisited coursework, especially introductory work and developed instructional methods and developmental reflective activities to help students shift to student-centered, experience-based transformational learning experiences.

Publications

  • Type: Journal Articles Status: Published Year Published: 2017 Citation: Grudens-Schuck, N., Helmers, M. J., Youngquist, T. D., & Johnson, M. S. (2017). Prairie strips for sediment and nutrient control and biodiversity. Journal of Extension, 55(1) Article ITOT6. Available at: https://www.joe.org/joe/2017february/tt6.php
  • Type: Journal Articles Status: Published Year Published: 2017 Citation: Weirs, R, & Miller, G. (2017). Evaluation of professional development resources for swine distance education instructors. NACTA Journal 61 (1), 73-76.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Rank, B.D. & Smalley, S.W. (2017). Students Perceptions of School-Based Agricultural Education Through an Initial Early Field Experience. Journal of Agricultural Education, 58(3), 310-322.doi: 10.5032/jae.2017.03310.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Pate, M. L., Lawver, R. G., Smalley, S. W., Perry, D. K., Quijano, L., Buchan, V., & Miller, R. (2017). Assessing agricultural safety education initiative impact using geospatial data. Proceedings of the ISASH Annual Meeting. Logan, UT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Meder, A., Sirajuddin, Z., & Smalley, S.W. (2017, May). International Motivations to Study at Iowa State University in the Agricultural Education and Studies Department. Proceedings of the American Association of Agricultural Educators. San Luis Obispo, CA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Marx A.A., Smith, A.R., Smalley, S.W. & Miller, C. (2017, May). Previous Experience Not Required: Contextualizing the Choice to Teach School-Based Agricultural Education. Proceedings of the American Association of Agricultural Educators. San Luis Obispo, CA.
  • Type: Journal Articles Status: Published Year Published: 2017 Citation: Rank, B. D.* & Retallick, M. S. (2017). Supervised Agricultural Experiences instruction in agricultural teacher education: A national descriptive study. Journal of Agricultural Education, 58(2), 143-165. doi: 10.5032/jae.2017.02143
  • Type: Journal Articles Status: Published Year Published: 2017 Citation: Lichty, J. A., & Retallick, M. S. (2017). Iowa Agricultural Educators Current and Perceived Grading Practices. Journal of Research in Technical Careers, 1 (1). Retrieved from http://digitalscholarship.unlv.edu/jrtc/vol1/iss1/3
  • Type: Theses/Dissertations Status: Published Year Published: 2017 Citation: Knudson, Melissa (Master of Agricultural Education 2017. Title of Creative Component: Inquiry-based curriculum for the Land and Food unit for a high school agricultural education program.
  • Type: Theses/Dissertations Status: Published Year Published: 2017 Citation: Meders, Amanda M.S. Agricultural Education. Creative Component: Evaluating Agricultural Education Preservice Teachers Perceptions of Reflective Approaches
  • Type: Theses/Dissertations Status: Published Year Published: 2017 Citation: Talley, Megan. M.S. Agricultural Education. Creative Component: Post-graduation impact of teaching an experiential learning course as a graduate student
  • Type: Theses/Dissertations Status: Published Year Published: 2017 Citation: Mausser, Dawn. M.S. Agricultural Education. Creative Component: Development of a safety livestock showing guide
  • Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Rank, B.D. & Smalley, S.W. (2017, May). Students Perceptions of School-Based Agricultural Education Through an Initial Early Field Experience. Proceedings of the American Association of Agricultural Educators. San Luis Obispo, CA.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2017 Citation: Workshop. Helmers, M., Youngquist, T., Johnson, M., Whitehair, R., & Grudens-Schuck, N. (2017). Guide Farmers and Landowners to Use Prairie Strips. Presentation at the 11th Annual Iowa Water Conference, March 23, 2017, Iowa State University, Iowa Water Center, Ames, IA.
  • Type: Other Status: Other Year Published: 2017 Citation: Seminar (2017), Grudens-Schuck, N. Introduction to a New Qualitative Course AGEDS 568x. Food for Thought. March 30, 2017. 15 participants.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2017 Citation: Grudens-Schuck, N., Skopek, M., & Sirajuddin*, Z. (2017). Learning from Iowas premier citizen science program: Can citizen science contribute to partnership-building? Presented at the 11th Annual Iowa Water Conference, March 22, 2017. Iowa State University, Iowa Water Center, Ames, IA.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2017 Citation: Miller, G. (2017, August). Assessing student learning with emphasis on rubrics. Workshop given at the PBEA-PLC Teaching and Learning Symposium, Ames, Iowa.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2017 Citation: Miller, G. (2017, August). Helping students remember what you teach. Workshop given at the PBEA-PLC Teaching and Learning Symposium, Ames, Iowa.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2017 Citation: Miller, G. (2017, March). MCQs [multiple choice questions]. Invited presentation given at Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.
  • Type: Other Status: Other Year Published: 2017 Citation: Skopek, M., and Grudens-Schuck, N. (2017). 20 years of evaluation of the Iowater Monitoring Program. Poster presented at the Citizen Science Association Conference 2017. May 17-20, 2017, St. Paul, MN.
  • Type: Other Status: Other Year Published: 2017 Citation: Retallick, M., Levings, J., Miller, G., Suza, W., and Morris, M. (2017). Building the Teaching Capacity of African Plan Breeding Program Faculty through E-Learning Resources and a Community of Practice. Poster presented at the Norman Borlaug World Food Prize Poster Competition, Ames, IA.
  • Type: Other Status: Other Year Published: 2017 Citation: Pate, M.L., Lawver, R.G., Smalley, S.W., Perry, D.K., & Sorensen, T.J. (2017, May). Multi-State Supervised Agricultural Experience Safety Award Program. Poster presented at the American Association of Agricultural Educators. San Luis Obispo, CA.
  • Type: Other Status: Other Year Published: 2017 Citation: Rank, B.D. & Smalley, S.W. (2017, May). The Photovoice Process as a Teaching Method to Facilitate Communication and Reflection in an Initial Early Field Experience Course. Poster presented at the American Association of Agricultural Educators. San Luis Obispo, CA.
  • Type: Other Status: Other Year Published: 2017 Citation: Solomonson, J. & Smalley, S.W. (2017). The Role of Collaboration Throughout the Agricultural Education Student Teaching Experience. Poster presented at the Association for Career and Technical Education Research Conference. Nashville, TN.
  • Type: Other Status: Other Year Published: 2017 Citation: Meder, A., Smalley, S. W., & Retallick, M.S. (2017). Evaluating Agricultural Education Preservice Teachers Perceptions of Reflective Approaches. Poster presented at the Association for Career and Technical Education Research Conference. Nashville, TN.
  • Type: Other Status: Published Year Published: 2017 Citation: Lichty, J. A., & Retallick, M. S. (2017). Iowa Agricultural Educators Current and Perceived Grading Practices. Journal of Research in Technical Careers, 1 (1). Conference poster retrieved from http://digitalscholarship.unlv.edu/jrtc/vol1/iss1/3
  • Type: Other Status: Other Year Published: 2017 Citation: Solomonson, J.*, & Retallick, M. S. (2017, May). Job satisfaction of mid-career agricultural educators participating in the NAAE ELR8 program. Research poster presented at National Agricultural Education Research Conference, San Louis Obispo, CA. Received 3rd Place Research Poster Award.


Progress 10/01/15 to 09/30/16

Outputs
Target Audience:The target audiences for 2016 included: high school agricultural science teachers and biological science teachers in Iowa and other states, extension educators, undergraduate students in the College of Agriculture and Life Sciences at Iowa State University, members of Iowa Association of Agricultural Educators, members of the National Association of Teachers and Colleges of Agriculture, members of American Association for Agricultural Education, and members of Association for Career and Technical Education. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?One CASE institute was held for pre-service teachers (18 new teachers). This institute focused on agriculture, food, and natural resources. CASE is an instructional system that is changing the culture of agriculture programs in the United States through intense teacher professional development; inquiry-based, student-focused lessons; assessment; and certification. CASE equips teachers to elevate student experiences in the agriculture classroom, and prepares students for success in college and careers emphasizing science, technology, engineering and math (STEM). Seven STEM-related workshops for teachers were held this year. Two of these workshops focused on computer-aided-design with plasma cutters (39 teachers from 9 states), one was technical woodworking and measurement skills (10 teachers from Iowa), one was an introduction to agricultural mechanics for new teachers (9 teachers from 7 states), one was an introduction to electricity (6 teachers from 3 states), one was a small power unit class (17 teachers from 5 states), and one was on welding technology (8 teachers from 3 states). One seminar on agricultural extension education was held for professors and graduate students at the Tanzania College of Agriculture (25 participants) and one workshop on agricultural education was held for professors and graduate students at the Botswana College of Agriculture (30 participants). A weekly seminar program called Food for Thought that focused experiential learning was developed for professors and graduate students in the Department of Agricultural Education and Studies at Iowa State University (5-15 participants weekly). Research, research methods, teaching methods and strategies, and future research were part of the discussion. A workshop on curriculum development (15 participants) was conducted to help in Identifying and aligning student learning outcomes in the online M.S. degree in agronomy at Iowa State University. A workshop on incorporating e-Curriculum Resources for effective classroom teaching (45 participants) was presented at the Improved Master of Science in Cultivar Development for Africa (IMCDA) Joint Partners' Meeting in Kumasi, Ghana. A workshop the use of professional learning communities (50 participants) was presented at the Improved Master of Science in Cultivar Development for Africa (IMCDA) Joint Partners' Meeting, Kampala, Uganda. A workshop titled: Experiential Learning in Practice (22 participants) was delivered to Gifft Hill School teachers, St. John, USVI. How have the results been disseminated to communities of interest?Work on this project continues to be disseminated to communities of interest through a broad variety of channels including. Refereed articles were published in journals of interest to professional educators in agriculture including: Journal of Agricultural Education, Journal of Research in Technical Careers, Journal of Human Sciences and Extension, Welding Journal, The Agricultural Education Magazine, and NACTA Journal. Work has been disseminated at professional conferences for educators and extension educators in food, agriculture, and natural resources through juried paper presentations and juried poster presentations. Venues include: North American Colleges and Teachers of Agriculture Conference, North Central Region Agricultural Education Research Conference, American Association for Agricultural Education Conference, National Agricultural Education Research Conference, Association for Career and Technical Education Conference, 11th International Conference on ICT for Development, Education, and Training, National Agricultural Mechanics Blue Ribbon Papers Presentation Conference, and North Carolina Education Forum. What do you plan to do during the next reporting period to accomplish the goals?Researchers are continuing to write journal articles and submit papers and other publications to professional conferences as they conclude this project. These include building upon the results of research in capstone courses. One researcher is testing the application of Team-Based Learning in an agricultural mechanics teaching methods course. Another researcher will continue working on a project examining graduate programs in plant breeding to apply e-curriculum effectively through professional learning communities. Of particular interest is the extent to which instruction emphasizes student centered and experiential learning.

Impacts
What was accomplished under these goals? IMPACT: Experience is believed to be essential for the highest quality of learning to occur. Since the early days of agricultural education, real life experience and the application of technical knowledge and skills have been practiced by those professional educators who believe that knowledge and skills must be put into practice if there is to be learning sustainability. In recent years, the concept of learner reflection has been integrated into learning by doing. Our project seeks to increase knowledge of best practices when it comes to agricultural education provided in various settings and with various audiences. This project year we incorporated into undergraduate courses and internships various experiential methods (e.g. team-based learning and collaborative reflection) and examined their effectiveness. We have increased knowledge about experiential learning in agricultural education at the college level. Our findings have been used at Iowa State University and can be used by others to provide more effective agricultural education at the college level. Objective 1 - Identify theories in use focused on experience-based education in agriculture, agricultural business and industry, extension education, teacher education and higher education. Learning theories define experiential learning as a process or in a context. The review of literature on experience-based learning was updated to include contextual learning theories. The most widely-used process-type experiential leaning theory was developed by David Kolb (Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. 1984). The basis for this learning theory is from earlier works by theorists including John Dewey (experience and education), Kurt Lewin (social psychology), and Jean Piaget (cognitive development). One prominent experiential learning theory that focuses on context is Edgar Dale's (Audio-visual methods in Teaching, New York: The Dryden Press. 1946) Cone of Experience. Jack Mezirow's (Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass. 1991) transformational learning theory is used in experiential learning. This constructivist theory includes instrumental learning which focuses on learning through task-oriented problem solving; and examination of cause and effect. Andragogy as proposed by Malcolm Knowles (Self-Directed Learning. Chicago: Follet.1975) is congruent with experiential learning. The basic assumptions are: adults need to be involved in the planning and evaluation of their instruction, experience provides the basis for learning activities, adults are most interested in learning subjects that have immediate relevance to their job or personal life and adult learning is problem-centered rather than content-oriented. Objective 2 - Describe the efficacy of experience-based education in agriculture in each of the identified professional settings. In higher education and adult learning programs there are often a variety of learners with varying educational goals. Several projects were conducted this year. One research project used a survey to evaluate an internet-based educational program in Swine Science. Instructors (30) gave favorable assessments of three educational experiences: the face-to-face conference, the webpage, and the webinar. Another research group evaluated student experiences in a flipped undergraduate capstone course in farm management over two semesters (about 48 students per semester). The students were able to learn the expected content of the course (as measured by tests and exams) and students rated the experience highly in course evaluations. Another project (about 16 students each semester) evaluated the use of a learning experience which utilized a tuning protocol to generate peer feedback during student teaching lesson plan development in a student teaching internship program. The students rated this experience highly on the course evaluation. Objective 3 - Identify best practices to follow in experience-based education in agriculture in each of the professional settings. Researchers are examining the use of various tenets of experience-based learning. Two agricultural mechanics courses at Iowa State University (AGEDS 388 and AGEDS 488) have been re-designed to include challenging learning activities that are inquiry- based or utilize problem-solving allow learners to use their prior experiences and to address real-world situations. Two internship courses (AGEDS 412 and AGEDS 417) have been revised to include more reflective practice techniques to provide the opportunity for students to self-assess their learning. Objective 4 - Assess existing models and develop new models for effective use of experiential learning systems. At one time, experiential learning was primarily defined as "learning by doing." More recently, the concept of reflection has become an essential component of the model. Experiential learning may now be defined as "learning by reflection on doing." We are evaluating three strategies: Tuning Protocol, Flipped Classrooms, and Team-Based Learning. The Tuning Protocol is being tested in the student teaching internship at the collegiate level. Tuning Protocol is described in Looking Together at Student Work by Tina Blythe, David Allen, and Barbara S. Powell (New York: Teachers College Press, 1999). This is a form of collaborative reflection designed to help learners and educators to assess learning and to promote increased student performance. This technique was developed as a means to receive feedback and to fine-tune student assessment, including exhibitions, portfolios and projects. The Flipped Classroom model has been implemented in three courses (AGEDS 388, AGEDS 488 and AGEDS 450). The Flipped Classroom model can be used to address educational concerns, especially large classes, which may arise in traditional settings. This is an instructional strategy and a type of blended learning that reverses the traditional educational model by delivering instructional content outside of the classroom and class time is used for experiential learning and problem-solving activities. We are utilizing a model known as Team-based Learning (TBL). This learning strategy is described by Michaelsen, L.K., Watson, W.E., Cragin, J.P., and Fink, L.D. in an article "Team- based learning: A potential solution to the problems of large classes" published in The Organizational Behavior Teaching Journal 7(4): 18-33.' 1982. It has been suggested that TBL can transform a course with traditional content through application and problem solving skills; and help develop learner's interpersonal skills. TBL is being studied to determine its effect in developing skills and abilities that are useful for occupations where many projects and tasks are performed by teams. Objective 5 - Evaluate outcomes of experiential learning systems. The Tuning Protocol strategy has been evaluated by student interns (32) who participated in the process. The students rated the experience highly in terms of helping them to reflect on their teaching plans and delivery techniques with the goal of improving both. The use of Team-Based Learning through a Flipped Classroom model has been evaluated by the students enrolled in the senior-level farm management class over six semesters (about 250 students) and the agricultural mechanics skill class (AGEDS 388 - 42 students). The students indicate that this technique helps them to be better prepared for class, to be able to complete the assignments, and to be able to defend their positions on issues raised in the classes.

Publications

  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Rank, B. D., & Retallick, M. S. (2016, October). Instructional level of the agricultural teacher education SAE competencies according to agricultural teacher educators. Proceedings of the 2016 North Central Region Agricultural Education Research Conference, West Lafayette, IN.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Retallick, M. S. & Rank, B. D. (2016, June). Using Concept Mapping to Facilitate Teaching Abstract Conceptualization and Reflective Observation. Poster presentation at the 62nd Annual NACTA Conference, Honolulu, HI.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2015 Citation: Paulsen T., Smalley, S., & Retallick, M. S. (2015, October). Student teacher activities  Are they Relevant? The University Supervisors Perspective. Proceedings of the 2015 North Central Region Agricultural Education Research Conference, Minneapolis, MN.
  • Type: Book Chapters Status: Awaiting Publication Year Published: 2016 Citation: Simonsen, J. C., & Retallick, M. S. (In Press). The curriculum  Decades of change. The History of Agricultural Education, Connors and Moore (Eds.).
  • Type: Book Chapters Status: Published Year Published: 2016 Citation: Edgar, D. W., Retallick, M. S., & Jones, D. (2016). Meaningful, engaged learning in all environments in Roberts, T. G., Harder, A., & Brashears, M. T. (Eds.), American Association for Agricultural Education national research agenda: 2016-2020 (pp 37-40). Gainesville, FL: Department of Agricultural Education and Communication.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Han, Guang, M.S. (2016). Factors in underlying agriculture teacher perspectives toward biomass production education. (Research poster, Robert Martin, Major Professor).
  • Type: Theses/Dissertations Status: Published Year Published: 2015 Citation: Kimati, Upendo, M.S. (2015). An Assessment of the Factors that Impact the Level of Success of Farmers Field School Training in Tanzania: A Descriptive Study. (Thesis, Robert Martin, Major Professor).
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: Taylor, C., & Miller, G. (2016). Examining eXtension: Diffusion, Disruption, and Adoption Among Iowa State University Extension and Outreach Professionals. Journal of Extension. [On-line], 54(5) Article 5RIB3. Available at: https://joe.org/joe/2016october/pdf/JOE_v54_5rb3.pdf.
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: Paulsen, T. H., Smalley, S. W. & Retallick. M. S. (2016). Student teacher activities  Are the relevant? The university supervisors perspective. Journal of Agricultural Education, 57(3), 33-54. doi: 10.5032/jae.2016.03033.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Smalley, S., Retallick, M. S., & Paulsen T. (2015). Cooperative teacher perspective of student teaching skills and activities. Journal of Agricultural Education, 56(4), 123-137. doi: 10.5032/jae.2015.04137 First Runner-up Journal Article of the Year, Volume 56.
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: Foreman, E. A. & Retallick, M. S. (2016). The effect of undergraduate extracurricular involvement and leadership activities on community values. NACTA Journal, 60 (1), 86-92.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Ismail, N., & Miller, G. (2016, October). Intrinsic, extrinsic and altruistic motivation factors for high school agriculture teachers to teach: A new conceptual framework. Roundtable Presentation at the North Central Region Research Conference in Agricultural Education, West Lafayette, Indiana.
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: McCubbins, OP, Paulsen, T. H., & Anderson, R. (2016). ). Student perceptions concerning their experience in a flipped undergraduate capstone course.. Journal of Agricultural Education, 57(3), 70-86. doi: 10.5032/jae.2016.03070.
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: Paulsen, T. H., Clark, T., Anderson, R. (2016). Utilizing the tuning protocol to generate peer feedback during student teaching lesson plan development. Journal of Agricultural Education, 57(3), 18-32. doi: 10.5032/jae.2016.03018.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2015 Citation: McCubbins, OP, Paulsen, T. H., & Anderson, R. (2015, November). Team-based learning: Engaging students in a flipped course design to meet the needs of 21st century learners. Professional development workshop presented at National Association of Agricultural Educators National Conference, New Orleans, LA.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Wells, T. & Anderson, R. (2016). Utilizing Torchmate EDU Student Software to Introduce Computer-Aided Drafting Technology to Pre-service Agricultural Education Teachers. National Agricultural Mechanics Contest Blue Ribbon Presentation. Indianapolis, IN. Distinguished Innovative Idea Poster.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Smalley, S., Retallick, M. S., & Paulsen T. (2015). Relevance of student teaching skills and activities from the perspective of the student teacher. Journal of Agricultural Education, 56(1), 73-91. doi: 10.5032/jae.2015.01073.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Byrd, P., & Anderson, R. (2016). Graduate Student Entrepreneurship: Answering the Professional Development Needs of Secondary Agricultural Education Teachers. Southern Region American Association for Agricultural Education Conference, San Antonio, TX.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2015 Citation: Mills, D., Anderson, R., & Paulsen, T. (2015). Does the Quantity of Agricultural Mechanics Training Received As Secondary Students Affect Teacher Competence. North Central Region American Association for Agricultural Education Conference, Minneapolis, MN. 2nd Runner-up for Outstanding Research Paper.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2015 Citation: Rasty, J., Anderson, R., & Paulsen, T. (2015). Does the Quantity of Agricultural Mechanics Training Received At The Secondary Level Impact Teacher Perceived Importance of Agricultural Mechanics Skills? National Agricultural Mechanics Professional Development Blue Ribbon Papers Presentation Conference, Louisville, KY. Distinguished Paper Presentation.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Retallick, M. S., & Rank, B. D.* (2016, June). Using concept mapping to facilitate teaching abstract conceptualization and reflective observation. Poster presented at the 60th Annual NACTA Conference, Honolulu, HI.
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: Smalley, S., Retallick, M. S. Metzger, D., & Greiman, B., (2016). Analysis of leadership perceptions, skills, and traits as perceived by agribusiness and industry professionals. NACTA Journal, 60 (1a), 43-48.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Suza, W., Mahama, A., Retallick, M. S., Lubberstedt, T., Fei, S., Anderson, G., Singh, A., Singh, A., Beavis, W., Correia A., Wang, L., Barb, J., & Lamkey, K. (2016, May). Plant breeding e-learning in Africa  A collaborative effort to train the next generation of plant breeders to increase food security in Africa. eLearning Africa 2016: 11th International Conference on ICT for Development, Education, and Training, Cairo, Egypt.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Mahama, A., Merrick, L., Barb, J., Beavis, W., Fei, S., Lubberstedt, T., Singh, A., Singh, A., Correia A., Retallick, M. S., Wang, L., Scofield, G., Anderson, G., Mills, E., Lamkey, K., & Suza, W. (2016, January). Plant breeding e-learning in Africa partnership  A collaborative effort to develop and deliver state-of-the-art curriculum for the next generation of plant breeders. Plant & Animal Genome XXIV Conference, San Diego, CA.
  • Type: Journal Articles Status: Awaiting Publication Year Published: 2016 Citation: Lichty, J. * & Retallick, M. S. (In Press). Current and Perceived grading practices of Iowa agriculture teachers. Journal of Research in Technical Careers.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Rudolphi, J.*, & Retallick, M. S. (2015). Agriculture safety and health education: Practices, attitudes, and needs of Iowa agricultural educators. NACTA Journal, 59(3), 174-179.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Mahoney, B.*, & Retallick, M.S. (2015). The impact of two experiential learning programs: The graduates perspective. NACTA Journal, 59(4), 319-325.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Leff, D.*, & Retallick, M. S., Franz, N. K. (2015). Transformative learning and the 4-H camp counselor experience. Journal of Human Sciences and Extension, 3(3), 1- 17.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Perry, D. K. *, Paulsen, T., & Retallick, M. S. (2015). The impact of a capstone farm management course on critical thinking abilities. Journal of Agricultural Education, 56(2), 13-26. doi: 10.5032/jae.2015.02013
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2015 Citation: Foreman, E. A., Smalley, S. W., Retallick, M. S., & White, P. T. (2015, October). Factors that influence new students decision to attend two Midwestern land grant universities. Poster presented the 2015 North Central Region Agricultural Education Research Conference, Minneapolis, MN.
  • Type: Journal Articles Status: Published Year Published: 2016 Citation: McCubbins, O., Anderson, R. & Paulsen, T. (2016). Teacher-perceived Adequacy of Tools and Equipment Available to Teach Agricultural Mechanics. Journal of Agricultural Education, 57(3), 223-236. doi: 10.5032/jae.2016.03223.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Byrd, A., Stone, R., & Anderson, R. (2015). The Use of Virtual Welding Simulators to Evaluate Experienced Welders. Welding Journal, 94(12), 389-395.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Paulsen, T., Anderson, R. & Tweeten, J. (2015). Concerns Expressed by Agricultural Education Preservice Teachers in a Twitter-Based Electronic Community of Practice. Journal of Agricultural Education. 56(3), 210-226. Doi: 10.5032/jae.2015.03210.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2015 Citation: Rasty, J. & Anderson, R. (2015). Jerry Springer Moment. North-Central American Association for Agricultural Education Conference, Minneapolis, MN. (1st Runner-up for Outstanding Innovative Idea Poster).
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Rasty, R., McCubbins, OP, Frutchey, R., & Anderson, R. (2016). Team-Based Learning: A Professional Development Model for Training the Trainer. American Association for Agricultural Education Conference, Kansas City, MO.


Progress 10/01/14 to 09/30/15

Outputs
Target Audience:The target audiences for 2015 included: high school agricultural science teachers and biological science teachers in Iowa and other states, extension educators, undergraduate students in the College of Agriculture and Life Sciences at Iowa State University, members of Iowa Association of Agricultural Educators, members of the National Association of Teachers and Colleges of Agriculture, members of American Association for Agricultural Education, and members of Association for Career and Technical Education. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Three CASE (Curriculum for Agricultural Sciences Education) Institutes were held this year. CASE is an instructional system that is changing the culture of agriculture programs in the United States through intense teacher professional development; inquiry-based, student-focused lessons; assessment; and certification. CASE equips teachers to elevate student experiences in the agriculture classroom, and prepares students for success in college and careers emphasizing science, technology, engineering and math (STEM). The institutes provide the required professional development for teachers to become certified to teach the specific CASE curriculum in their school. The first institute was a pre-service teacher institute focused on AFRN and ran from May 29-June 5. There were 19 participants in that institute which included 11 undergraduate students, 5 master's students, 1 Ph.D. student and 2 ISU faculty members. Two agricultural science institutes were conducted: plant science and animal science. Twenty teachers from four different states participated in animal science training and 17 teachers from four states participated in the plant science training. Online computer tools are part of a new conservation curriculum being offered to all ag education teachers. With this curriculum, students will have access to tools that use LIDAR elevation information to estimate soil erosion much more precisely than in the past. The tools help students consider conservation options and give them accurate cost estimates as part of the package. The tools include Soil Calculator, Pond Builder, and Waterway Builder. The curriculum was shared with more than 60 ag education teachers in a workshop during their annual summer meeting. How have the results been disseminated to communities of interest?Work on this project has been disseminated to communities of interest in a variety of ways. This includes refereed journal articles in journals of interest to professional educators in agriculture, and include: Journal of Agricultural Education, Career and Technical Education Research, Journal of Leadership Education, and NACTA Journal. Work has been disseminated at professional conferences for educators and extension educators in food, agriculture, and natural resources through juried paper presentations and juried poster presentations. Venues include: 61st Annual North American Colleges and Teachers of Agriculture Conference, North Central Region Agricultural Education Research Conference, American Association for Agricultural Education Conference, National Agricultural Education Research Conference, Association for Career and Technical Education Conference, National Agricultural Mechanics Blue Ribbon Papers Presentation Conference, Association of Leadership Educators Conference, the Inaugural Big XII Teaching and Learning Conference, and the Annual Conference of the American Society for Horticultural Science. What do you plan to do during the next reporting period to accomplish the goals?Several research studies are underway that will continue the investigations with regard to experiential learning in a variety of educational environments -- formal, non-formal, and informal. These include building upon the results of research in capstone courses, STEM related workshops in bioenergy, precision soil conservation, and in metals and welding technology. Another researcher is working on a study involving student and faculty expectations in online courses.

Impacts
What was accomplished under these goals? The purpose of this research program is to investigate the role of contextual experience in various agricultural settings including: agricultural business and industry, extension education, teacher education and higher education. In experiential learning theory, learning is defined as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience". Research in the theory of experiential learning is causing educators to examine various models and protocols that can be used to implement the constructs of experiential learning. The impact of this research is to change how courses and educational programs are designed and implemented. Educational programs are emphasizing concrete experiences which become the basis for learner reflection. The reflections become abstract concepts for implications for action steps that can be tested and evaluated. The impact to date has been to implement experiential learning models into courses to promote transformational learning. Objective 1) Identify theories in use focused on experience-based education in agriculture, agricultural business and industry, extension education, teacher education and higher education: a) Experiential Leaning Theory as proposed by David Kolb (Experiential Learning: experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.1984) and refined over the years. The basis for this learning theory is from earlier works by theorists including John Dewey (experience and education), Kurt Lewin (social psychology), and Jean Piaget (cognitive development); b) Transformational Learning Theory as proposed by Jack Mezirow (Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.1991). This theory is described as being constructivist, and includes two kinds of learning: instrumental learning which focuses on learning through task-oriented problem solving and examination of cause and effect; and communicative learning which examines how individuals communicate their feelings, needs and desires; c) Andragogy (adult learning theory) as proposed by Malcolm Knowles (Self-Directed Learning. Chicago: Follet.1975). The basic assumptions of this learning theory are: adults need to be involved in the planning and evaluation of their instruction, experience provides the basis for learning activities, adults are most interested in learning subjects that have immediate relevance to their job or personal life and adult learning is problem-centered rather than content-oriented. Objective 2) Describe the efficacy of experience-based education in agriculture in each of the identified professional settings. In higher education programs there are often a variety of learners with varying educational goals. The learners come from diverse backgrounds and varying ages, and have different types of previous experiences, and have varied educational expectations. For experienced-based education to work well in the various professional settings, the tenets of experiential and transformative learning as well as Andragogy must be incorporated into courses, educational programs, and educational materials. In experience-based education, learning is assessed through both formative and summative means. Learning activities need to be relevant and be problem-centered and task-oriented as opposed to content-centered (rote memory). The learning needs to take place in real-world settings with practical applications. Challenges in maintaining or increasing efficacy include: large class sizes; appropriate classroom, laboratory, and practice settings; student differences in abilities and levels of prior experience; instructor differences; and distance learning technology. One study was conducted to assess the impact of a capstone farm management course on the critical thinking abilities of students. Researchers did not find that students improved their overall critical thinking ability, but they did observe an increase the students' ability to separate relevant from irrelevant information and their ability to summarize a pattern of results in a graph. Objective 3) Identify best practices to follow in experience-based education in agriculture in each of the professional settings. Researchers are examining the use of various tenets of experience-based learning. Several practices that have emerged as possible best practices which include the following. Learning activities that relate learner's previous experience and to their educational goals should be used. Challenging learning activities that are inquiry-based or utilize problem-solving allow learners to use their prior experiences and to address real-world situations. Task-oriented learning activities reinforce learning through the use of the cognitive, affective, and psychomotor domains. Reflective practice techniques provide the opportunity for learners to self-assess their learning. Reflective practice techniques that involve a group of learners can be effective. Simulations can be effective when used as a pre-requisite to actual practice or skill development. Communications technology can overcome some of the limitations of distance education and can provide access to information and learning resources for learners. Objective 4) Assess existing models and develop new models for effective use of experiential learning systems. Researchers are utilizing and evaluating several models with the goal of enhancing learning. The use of a model known as "tuning protocol" is being tested in a variety of courses and workshops. This model is described in Looking Together at Student Work by Tina Blythe, David Allen, and Barbara S. Powell (New York: Teachers College Press, 1999). This is a form of collaborative reflection designed to help learners and educators with assessment and to promote increased student performance. This technique was developed as a means to receive feedback and to fine-tune student assessment, including exhibitions, portfolios and projects. The protocol includes: introduction, presentation, clarifying questions, examination of student work samples, time to reflect on feedback, and group feedback. Another study is examining how "flipped classrooms" can be used to address educational concerns, especially large classes, which may arise in traditional settings. This is an instructional strategy and a type of blended learning that reverses the traditional educational model by delivering instructional content outside of the classroom and class time is used for learning activities. The researchers are utilizing a model known as Team-based Learning (TBL). This model was described by Larry Michaelsen. (Michaelsen, L.K., Watson, W.E., Cragin, J.P., and Fink, L.D. Team-based learning: A potential solution to the problems of large classes. Exchange: The Organizational Behavior Teaching Journal 7(4):18-33. 1982). It has been suggested that TBL can transform a course with traditional content through application and problem solving skills. TBL can help develop learner's interpersonal skills at the same time. Some assert that TBL in education can also be important for developing skills and abilities that are useful for occupations where many projects and tasks are performed by teams. Learning how to work, interact, and collaborate in a team is essential for success in many environments. Objective 5) Evaluate outcomes of experiential learning systems. To influence the overall critical thinking ability of students in capstone courses, instructors will likely need to redesign the course to target the development of the wide array of specific skills shown to affect overall critical thinking abilities. As the number of courses a teacher completes in agricultural mechanics increases, the level of confidence and competence to teach these skills also increases.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Paulsen, T. H., Clark, T. K., & Anderson, R. G. (2015). Utilizing the tuning protocol to generate peer feedback during student teaching lesson plan development. Research conference proceedings, American Association for Agricultural Education Annual Conference, San Antonio, TX.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Retallick, M. S., Weber, E., & Sample E. (2015, November). Pizz-A-Thon: Engaging Activities to Teach Ag Literacy. Workshop presented at the 2015 National Association of Agricultural Educators/Association for Career and Technical Education Convention, New Orleans, LA.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Perry, D. K., Paulsen, T. H., and Retallick, M. S. (2015). The impact of a capstone farm management course on critical thinking abilities. Journal of Agricultural Education, 56(2):13-26. doi: 10.5032/jae.2015.02013
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Smalley, S.W., Retallick, M. S., & Paulsen, T. H. (2015). Relevance of student teaching skills and activities from the perspective of the student teacher. Journal of Agricultural Education. 56(1):73-91. doi: 10.5032/jae.2015.01073
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Byrd, A. P., Anderson, R. G., Paulsen, T. H., & Schultz, M. J. (2015). Does the number of post-secondary agricultural mechanics courses completed affect teacher competence? Journal of Agricultural Education. 56(1):20-31. doi: 10.5032/jae.2015.01020
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Byrd, A. P., Anderson, R. G., & Paulsen, T. H. (2015). Does agricultural mechanics laboratory size affect agricultural education teachers' job satisfaction? Journal of Agricultural Education. 56(1):6-19. doi: 10.5032/jae.2015.01006
  • Type: Journal Articles Status: Published Year Published: 2014 Citation: Perry, D. K., Retallick, M. S., & Paulsen, T. H. (2014). A critical thinking benchmark for a department of agricultural education and studies. Journal of Agricultural Education, 55(5):207-221. doi: 10.5032/jae.2014.05207 First Runner-up, Journal Article of the Year.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Taylor, C., & Miller, G. (2015, June). Examining e-extension: Diffusion, disruption, and rate of adoption among Iowa State University extension and outreach professionals. [Abstract] NACTA Journal 59(Suppl. 1):54. Presentation at the Annual Conference of the North American Colleges and Teachers of Agriculture in Athens, Georgia.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Weirs, Rebecca, & Miller, G. (2015, June). Evaluation of professional development resources for swine science distance education instructors. [Abstract] NACTA Journal 59(Suppl. 1):6. Presentation at the Annual Conference of the North American Colleges and Teachers of Agriculture in Athens, Georgia.
  • Type: Other Status: Other Year Published: 2014 Citation: Paulsen, T. H., Calvert, C., & Smith, T. (2014). Precision Conservation Planning in the South Fork Watershed Curriculum. Department of Agricultural Education and Studies, Iowa State University.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Ghimire, N. R. & Martin, R. A. (2015). To What Degree Extension Educators Self-assess Their Needs for Building Evaluation Capacity. The International Journal of Adult, Community and Professional Learning, Vol. 21(1):1-8.
  • Type: Theses/Dissertations Status: Submitted Year Published: 2015 Citation: Gwivaha, Furaha A. M.S. (2015). Factors that Impact Extension Training Programs for Smallholder Women Farmers in Njombe District, Tanzania. (Thesis, Robert Martin, Major Professor). Iowa State University.
  • Type: Theses/Dissertations Status: Submitted Year Published: 2015 Citation: Kimati, Upendo, M.S. (2015). An Assessment of the Factors that Impact the Level of Success of Farmer Field School Training in Tanzania: A Descriptive Study. (Thesis, Robert Martin, Major Professor). Iowa State University.
  • Type: Other Status: Submitted Year Published: 2015 Citation: Morris, Miranda, M.S. (2015). Introduction to Equine Rehabilitation, Therapy, and Equine Psychotherapy. (Creative Component, Robert Martin, Major Professor). Iowa State University.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Leff, D., Retallick, M. S., Franz, N. K. (2015). Transformative learning and the 4-H camp counselor experience. Journal of Human Sciences and Extension 3(3):1-17.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Paulsen, T., Retallick, M. S., Anderson, R., & Dollisso, A. (2015, May). Environmental learner outcomes assessment: How do AgEdS students compare to national norms? Research poster presented at National Agricultural Education Research Conference, San Antonio, TX.
  • Type: Journal Articles Status: Published Year Published: 2014 Citation: Paulsen, T. H. & Martin, R. A. (2014). Supervision of Agricultural Educators in Secondary Schools: What Do Teachers Want from their Principals? Journal of Agricultural Education 55(2):136-153. DOI: io.5032/jae.2014.02136
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Han, G. & Martin, R. A. (2015) Perceptions of Agriculture Teachers Regarding Education about Biomass Production in Iowa. Journal of Agricultural Education 56(3):1-15.
  • Type: Journal Articles Status: Published Year Published: 2015 Citation: Miller, G. (2015). Associations between learner interaction and achievement in an online course: A longitudinal study. NACTA Journal 59(3):197-201.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2015 Citation: Retallick, M. S. (2015, March). Agricultural education's role in policy. Guest lecture presented to YDAE 555: Foundations of Agricultural Education, Extension, and Communication, Purdue University, online.
  • Type: Other Status: Other Year Published: 2015 Citation: Retallick, M. S. (2015, August). Using e-Curriculum Resources for Effective Classroom Teaching. Workshop presented at the Improved Master of Science in Cultivar Development for Africa (IMCDA) Joint Partners' Meeting, Kampala, Uganda.
  • Type: Other Status: Other Year Published: 2015 Citation: McCubbins, OP, Paulsen, T. H., & Anderson, R. (2015, September). Utilizing team-based learning to engage students. Professional development workshop presented at the Association for Career and Technical Education Research national best practices meeting, Phoenix, AZ.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: McCubbins, OP, Paulsen, T. H., & Anderson, R. (2015). Flipping an Undergraduate Capstone Course: Student Perceptions of their Experience in a TBL Formatted Course. Presented at the North American Colleges and Teachers of Agriculture Conference, Athens, GA.


Progress 10/01/13 to 09/30/14

Outputs
Target Audience: The target audiences for 2014 included: high school agricultural science teachers and biological science teachers in Iowa and other states, animal science faculty members in community colleges from Iowa, Illinois, Minnesota, Nebraska, North Carolina, and Ohio, personnel in the U.S. Pork Center of Excellence, extension educators, undergraduate students in the College of Agriculture and Life Sciences at Iowa State University, members of Iowa Association of Agricultural Educators, members of the National Association of Teachers and Colleges of Agriculture, members of American Association for Agricultural Education, and members of Association for Career and Technical Education. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? A workshop on biotechnology and agriculture was developed and offered to pre-service agricultural science teachers (26) during the fall of 2013. Two other workshops on biotechnology (beginning and advanced) were planned and offered during the summer of 2014. One researcher is serving as state leader and affiliate professor of the national CASE (Curriculum for Agriculture Science Education). This curriculum focuses on the scientific method, problem-solving and decision-making. Five workshops for teachers and pre-service teachers across the United States were held in Iowa during June and July. The workshops were on: agriculture, food and natural resources; animal sciences, plant sciences, and biotechnology. Another researcher led a team effort to develop and offer a week-long workshop for science teachers and agricultural science teachers on "Climate Change and Agriculture." This workshop was attended by 17 high school teachers. Another researcher led a team to develop and offer STEM-related technology workshops for teachers and for professional welders during the summer. One workshop was designed around small engine theory and technology. Two other workshops focused on welding technology and metallurgy. These workshops were offered to professionals in welding. The workshops made use of a virtual reality welding simulator as a part of the skills training process. A study involving new training theories was a part of these workshops. How have the results been disseminated to communities of interest? Work on this project has been disseminated to communities of interest in a variety of ways. This includes refereed journal articles in journals of interest to professional educators in agriculture. These journals include: Journal of Agricultural Education, Career and Technical Education Research, Journal of Leadership Education, and NACTA Journal. Work has been disseminated at professional conferences for educators and extension educators in food, agriculture, and natural resources through juried paper presentations and juried poster presentations. Venues include: 60th Annual North American Colleges and Teachers of Agriculture Conference, North Central Region Agricultural Education Research Conference, Big XII Teaching and Learning Conference, International Workshop on Engineered Crops, Global Food Security Consortium, National Association of Plant Breeders Conference, Leroy and Barbara Everson Seed and Biosafety Symposium, American Association for Agricultural Education Conference, National Agricultural Education Research Conference, Association for Career and Technical Education Conference, National Agricultural Mechanics Blue Ribbon Papers Presentation Conference, and Western Region American Association for Agricultural Education Conference. Invited presentations include: World Food Prize, Annual Borlaug INSPIRE Day, and National Conference and Global Forum on Science, Policy, and the Environment. What do you plan to do during the next reporting period to accomplish the goals? Several research studies are underway that will continue the investigations with regard to experiential learning in a variety of educational environments - formal, non-formal, and informal. These include building upon the results of research in capstone courses, STEM related workshops in bioenergy, precision soil conservations, and in metals and welding technology. Another researcher is working on a study involving student and faculty expectations in online courses. Work will continue on the use of virtual reality simulators on the development of welding skills.

Impacts
What was accomplished under these goals? Researchers are testing experiential learning theory in a variety of settings which include: classroom, laboratory/shop, and internships. The purpose is to refine the techniques and procedures in the experiential learning process to promote learning and skill development in agricultural settings. Researchers found that under certain circumstances, virtual reality through simulation can provide an effective experience that has a positive impact on learning by developing psychomotor skills. These psychomotor skills can be translated into concrete experience. The virtual reality skills being tested were through a welding simulator. Work continued on goals 1-4 of the project. This work included testing teaching/learning theory in classroom and laboratory settings. The following theories and models are being used: Dewey's Model (Kolb, 1984); Lewin's Model (1951); Piaget's Model (1971); Joplin's Model (1981); Kolb's Model (1984); Knowles, Cole and Presswood's Cycle/Spiral Model (1994); CSREES and 4-H Model (2006); and Andreason's MIELCC (1998). Testing includes conducting evaluations of the process and outcomes of educational programs, experiences, courses, and workshops. Evaluation and testing was conducted in undergraduate and graduate courses and in professional development workshops for teachers in science and agriculture and other professionals. Pre-service teachers were involved in a biotechnology workshop and a STEM related curriculum workshop. The laboratory-based courses and workshops focused on STEM education in the areas of biotechnology and metallurgy. Two experiential learning-based undergraduate courses and one graduate course were redesigned and delivered using experiential learning theory and teaching methods. A five-year longitudinal study of interaction in an online course was completed. This study was framed by Kearsley and Shneiderman's (1998) engagement theory. Overall findings revealed that students who engaged in the course more frequently earned higher grades. However, the influence of specific interactions varied - sometimes dramatically - by year. Two STEM-related studies have been initiated. Data have been collected and analyzed related to the efficacy of in-service teacher's ability to teach agricultural mechanics. Data have also been collected on new techniques that could aid in the development of new training theories related to the training of professional welders. Extension professionals in Iowa were studied to assess their adoption of "eXtension" and its potential to be a disruptive innovation. The study was framed by Rogers's (2003) Diffusion of Innovations theory and Christensen's (1997) Disruptive Innovations Theory. A needs assessment to use in updating curriculum for 4-H youth animal projects was conducted. Part of this needs assessment was aimed specifically at ideas for integrating STEM into the curriculum. Data sources for the needs assessment included volunteer leaders and Extension professionals. A study assessing the critical thinking skills of undergraduate agricultural education and studies majors was completed. The findings are being used to modify the undergraduate curriculum for students in agriculture with the goal of improving their critical thinking skills during the college experience. An initial study testing the efficacy of "flipping" a classroom that utilizes curriculum from the Curriculum for Agricultural Science Education (CASE) was conducted this year and recommendations will be forthcoming from this study.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Frescoln, L., McCubbins, OP, & Miller, W. (2014, August). Climate Change and Agriculture: Preparing the Next Generation. Presented at Resilient Agriculture: Adapting to a Changing Climate Conference, Ames, IA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Moore, R., Lekies, K., Miller, W., Frescoln, L., Nlongolo, N., Todey, D., Schafbuch, M., & Hudgins, D. (2014, August). Climate Education Solutions for the US Corn Belt. Presented at Resilient Agriculture: Adapting to a Changing Climate Conference, Ames, IA.
  • Type: Journal Articles Status: Published Year Published: 2014 Citation: Paulsen, T. H. & Martin, R. A. (2014). Supervision of Agricultural Educators in Secondary Schools: What Do Teachers Want From Their Principals? Journal of Agricultural Education, 55(2):136-153. doi: 10.5032/jae.2014.02136.
  • Type: Journal Articles Status: Published Year Published: 2014 Citation: Bjelland, B., Sprecher, M., & Miller, G. (2014). Professional development needs of swine science distance education instructors. NACTA Journal 58 (2):109-114.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Miller, G. (2014, June). Associations between learner interaction and performance in an online course: A longitudinal study. [Abstract] NACTA Journal, 58 (Supplement 1). The presentation was given at the Annual Conference of the North American Colleges and Teachers of Agriculture in Bozeman, MT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Retallick, M. S. (2014, October). An introduction to CASE: The curriculum for agricultural sciences education. Presentation given to students enrolled in AgEd 4230/6230: Curriculum at Clemson University, Clemson, SC.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Retallick, M. S. (2014, September). An introduction to CASE: The curriculum for agricultural sciences education. Guest lecture given to students enrolled in AgEdS 401/501 at Iowa State University, Ames, IA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Retallick, M. S. (2014, April). Andragogy Teachers teaching teachers. Seminar at the 2013 CASE (Curriculum for Agricultural Science Education) Lead Teacher Orientation, Denver, CO.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Foreman, E. A. & Retallick, M. S. (2014, August). Identifying the relationship of precollegiate and collegiate experiences in predicting leadership development. The Inaugural Big XII Teaching and Learning Conference, Oklahoma State University, Stillwater, OK.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Foreman, E. A., Sterle, J. A. & Retallick, M. S. (2014, June). Differences in College of Agriculture and Life Sciences Students' Expectation of Instructors, Advisers, and Self, During their College Experience. Proceedings of 2013 North American Colleges and Teachers of Agriculture, Bozeman, MT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Perry, D. K., Retallick, M. S., & Paulsen, T. (2014, May). The effect of undergraduate extracurricular involvement and leadership activities on community values. Proceedings of the 2014 American Association for Agricultural Education National Agricultural Education Research Conference, Salt Lake City, UT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Retallick, M. S., & Foreman, E. A. (2014, September). Academic advising expectations: The students' perspective. Research poster presented at North Central Region Agricultural Education Research Conference, Morgantown, WV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Rank, B. D. & Retallick, M. S. (2014, September). Introduction to and exploration of SAE through a weekend SAE. Innovative idea poster presented at North Central Region Agricultural Education Research Conference, Morgantown, WV. Received 1st Runner-up Outstanding Innovated Idea Poster Presentation.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Paulsen, T., Retallick, M. S., Anderson, R., & Dollisso, A. (2014, September). Environmental learner outcomes assessment: How do AgEdS students compare to national norms? Research poster presented at North Central Region Agricultural Education Research Conference, Morgantown, WV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Retallick, M. S. (2014, August). Enriching the on-campus work experience with Science With Practice: A college-wide learning & work experience program. The Inaugural Big XII Teaching and Learning Conference, Oklahoma State University, Stillwater, OK.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Heintz, M. & Retallick, M. S. (2014, May). The adoption of the CASE curriculum in Iowa. Research poster presented at National Agricultural Education Research Conference, Salt Lake City, UT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Merrick, L., Barb, J., Beavis, W., Fei, S., Lubberstedt, T., Singh, A., Singh, A., Correia A., Retallick, M. S., Wang, L., Scofield, G., Anderson, G., Mills, E., Lamkey, K., & Suza, W. (2014, August). Plant breeding graduate education in Africa via an innovative e-learning partnership. National Association of Plant Breeders Conference, Minneapolis, MN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Paulsen, T. H. & Martin, R. A. (2014). Frequency of high school principal supervisory practices experienced in the non-formal components of agricultural education. Research poster conference proceedings, American Association for Agricultural Education Annual Conference, Snowbird, UT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Tweeten, J. F. & Paulsen, T. H. (2014). The perceived importance and frequency of use of selected communication tools by Iowa cattle producers. Research poster conference proceedings, North American Colleges and Teachers of Agriculture Conference, Bozeman, MT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Byrd, A. P., Anderson, R. G., & Paulsen, T. H. (2014). Phases of beginning teacher development and the relationship to concerns expressed by agriculture education student teachers. Poster abstract, North American Colleges and Teachers of Agriculture Conference, Bozeman, MT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Han, G., Paulsen, T. H., McCubbins, OP, & Caudle, L. (2014). Evaluation of student collaboration in a capstone agriculture course through social network analysis. Poster abstract, North American Colleges and Teachers of Agriculture Conference, Bozeman, MT.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Smith, T., Anderson, R., & Paulsen, T. H. (2014). Teacher perception of the quantity of agricultural mechanics preparation received at the university level. Poster Proceeding for North American Colleges and Teachers of Agriculture Conference, Bozeman, MT.


Progress 01/01/13 to 09/30/13

Outputs
Target Audience: The target audiences for 2013 included: secondary-level agricultural science teachers in Iowa, animal science faculty members in community colleges from Iowa, Illinois, Minnesota, Nebraska, North Carolina, and Ohio, personnel at U. S. Pork Center of Excellence, extension educators, undergraduate students in the College of Agriculture and Life Sciences at Iowa State University, members of Iowa Association of Agricultural Educators, members of National Association of Agricultural Education, members of American Association for Agricultural Education, and members of Association for Career and Technical Education. Changes/Problems: One faculty member, Dr. A. D. Dollisso, is no longer a part of this project due to a change in employment. What opportunities for training and professional development has the project provided? Training and professional development this year included: Retallick, M. S., (2013, September). An introduction to CASE: The curriculum for agricultural sciences education. Guest lecture given to students enrolled in AgEdS 401/501 at Iowa State University, Ames, IA. Taylor, B. & Retallick, M. S. (2013, July). Effective facilitation of career and technical education advisory committees. Workshop presented at the Iowa Association of Career and Technical Education Conference, Ankeny, IA. Moore, T., Mullen, R., Oldham, A., Retallick, M. S., & Sterle, J. (2013, April). Building relationships while managing increasing advising demands. Panel discussion at the spring 2013 Advising Summit, Iowa State University, Ames, IA. Retallick, M. S. (2013, March). Agricultural education in Iowa: Preparing the next generation of teachers. Guest lecture presented to Ag Ed 9410: Foundations of Agricultural Education, The University of Missouri, online. Retallick, M. S. & Ulmer, J. (2013, April). Understanding and using adult learning theory. Workshop at the 2013 CASE (Curriculum for Agricultural Science Education) Lead Teacher Orientation, Denver, CO. Retallick, M. S. & Foreman, E. A. (2013, April). What’s your style? Leadership and policy at the grassroots level. Workshop presented to the Iowa World Food Prize Youth Institute, Iowa State University, Ames, IA How have the results been disseminated to communities of interest? Work on this project resulted in 7 refereed journal articles, 47 conference papers and presentations, 1 master’s thesis, 6 master’s creative components, 6 educational presentations, and 1 curriculum in agricultural marketing. Journals included: Career and Technical Education Research, Journal of Leadership Education, Journal of Agricultural Education, The International Journal of Assessment and Evaluation, The Journal of Agricultural Education and Extension, and the International Journal of Scientific Research in Education. Conference papers and presentations included the North Central Region Agricultural Education Research Conference, Poultry Science Association Annual Meeting, National Agricultural Education Research Conference, Association of Career and Technical Education Research Conference, Annual Conference of the Association of Leadership Educators, National Agricultural Mechanics Blue Ribbon Conference, American Association for Agricultural Education Conference, and the Annual North American Colleges and Teachers of Agriculture Conference. What do you plan to do during the next reporting period to accomplish the goals? Several studies have been started and data collection has commenced on several other studies. One focus will be on the use of technology to promote experiential learning in various educational settings. Greg Miller and Amy Powell will continue to serve in an advisory role and to serve as project evaluators for the USDA NIFA grant: “Professional development for Swine Science Distance Education Faculty”. Relatedly Amy is developing a research agenda for her dissertation. This agenda will include three journal articles. The first study is underway and will focus on student expectations of faculty in an online teaching environment. Cayla Taylor will be examining the adoption of “eXtension” by extension professionals in Iowa. All of this work has implications to experiential learning in online environments.

Impacts
What was accomplished under these goals? Work on the goals 1-3 of the project this year included need assessments, evaluation of outcomes, testing experience based models and the effectiveness of educational and training practices; including problem-based learning. The following theories and models were identified for exploration and use: Dewey's Model (Kolb, 1984); Lewin's Model (1951); Piaget's Model (1971); Joplin's Model (1981); Kolb's Model (1984); Knowles, Cole and Presswood's Cycle/Spiral Model (1994); CSREES and 4-H Model (2006); and Andreason's MIELCC (1998). Work included studies on social media strategies, academic integration, authentic learning, authentic assessment, and involvement theory with students and educators in agricultural and natural resource settings. Several studies focused on goal 4, evaluation of outcomes of experiential learning systems. This included using technology to improve teacher efficacy, using virtual reality simulation in teaching and learning welding skills, using Twitter as a communication tool for student teachers, and using the Tuning Protocol to provide peer feedback for student teachers. Researchers in this project are looking for ways to improve the system of learning and delivery of education that focuses on the impact of learning through experience. If it is true that learning is achieved best through structured experience, then the approach to education will focus on the processes of learning in the context of specific subject matter.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Perry, D., Byrd, P., Shultz, M., & Anderson, R. (2013). The Sixth Sense: Developing an Agricultural Mechanics Laboratory Awareness. Paper presented at the American Association for Agricultural Education Conference, Columbus, OH.
  • Type: Theses/Dissertations Status: Published Year Published: 2013 Citation: Shaohong Feng, M.S. (2012). Importance of Selected Science and Technology Topics in the Instructional Programs to Iowa High School Agricultural Educators. Thesis.
  • Type: Other Status: Published Year Published: 2013 Citation: Greiner, S. (M.Agr. 2013). Developing an International Agriculture Issues Course: A Creative Component.
  • Type: Other Status: Published Year Published: 2013 Citation: Olson, R. (M.S. 2013). A Portfolio of Practices Based on State Standards for Teacher Education: A Creative Component.
  • Type: Other Status: Published Year Published: 2013 Citation: Rank, B. (M.S. 2013). Wildlife, Fisheries and Ecology Management Curriculum: A Creative Component.
  • Type: Other Status: Published Year Published: 2013 Citation: Raubenstine, S. (M.Agr. 2013). Seed Camp: A Creative Component.
  • Type: Other Status: Published Year Published: 2013 Citation: Brenny, K. (M.Agr. 2013). Perceptions Regarding Selected Aspects of the Minnesota Farm Bureau Young Farmers and Ranchers Program: A Creative Component.
  • Type: Other Status: Published Year Published: 2013 Citation: Ingels, C. (M.Agr. 2013). Implementing a Social Media Strategy to Promote Watershed Leadership: A Creative Component.
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Esters, L. T., & Retallick, M. S. (2013). Effect of an Experiential and Work-Based Learning Program on Vocational Identity, Career Decision Self-Efficacy, and Career Maturity. Career and Technical Education Research, 38(1), pp.69-83. doi: 10.5328/cter38.1.69
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Foreman, E. A. & Retallick, M. S. (2013). Using involvement theory to examine the relationship between extracurricular participating and leadership development. Journal of Leadership Education [On-line], 12(2). Available at http://leadershipeducators.org/Resources/Documents/jole/2013_summer/Foreman_Retallick.pdf
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Wells, T., Perry, D. K., Anderson, R. G., Shultz, M. J., & Paulsen, T. H. (2013). Does prior experience in secondary agricultural mechanics affect pre-service agricultural education teachers intentions to enroll in post-secondary agricultural mechanics coursework? Journal of Agricultural Education, 54(4), 222-237. doi:10.5032/jae.2013.04222
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Paulsen, T. H. & Martin, R. A. (2013). Instructional supervision of agricultural education teachers: Perceptions regarding selected beliefs. Journal of Agricultural Education, 54(2):99-113. DOI: 10.5032/jae.2013.02099
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Ghimire, N. R. & Martin, R. A. (2013). Extension Educators Self-assessed Professional Development Needs in Learning Methods. The International Journal of Assessment and Evaluation. Vol. 19.
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Kwaw-Mensah, D. & Martin, R. A. (2013). Perceptions Regarding Selected Educational Strategies Used by Extension Educators. The Journal of Agricultural Education and Extension. 19:4:395-406. DOI: 10.1080/1389224.2013.808503.
  • Type: Journal Articles Status: Published Year Published: 2013 Citation: Koundinya, V. & Martin, R.A. (2013). Inservice Needs for Educational Processes Skill Training of U.S. Food Safety Extension Educators. International Journal of Scientific Research in Education. Vol. 6; Issue 2.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Smalley, S., Retallick, M. S., & Paulsen T. (2013, September). Relevance of student teaching skills and activities from the perspective of the student teacher. Proceedings of the 2013 North Central Region Agricultural Education Research Conference, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, K. T., & Retallick, M. S., (2013, September). Drawing a link between Supervised Agricultural Experience Programs and academic integration with implications for future exploration. Proceedings of the 2013 North Central Region Agricultural Education Research Conference, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Persia, M. E. & Retallick, M. S. (2013, July). Development of a poultry focused leadership and fellows class. Abstract presented in the Extension and Instruction session of the 2013 Poultry Science Association Annual Meeting, San Diego, CA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Foreman, E. A. & Retallick, M. S. (2013, May). The effect of undergraduate extracurricular involvement and leadership activities on community values. Proceedings of the 2013 American Association for Agricultural Education National Agricultural Education Research Conference, Columbus. OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, K. T., & Retallick, M. S., (2013, September). Creating an authentic and experiential learning activity to increase pre-service agricultural education teachers knowledge and awareness of Supervised Agricultural Experience Program: conceptualization, design, implementation, and supervision. Innovative Idea Poster presented at the 2013 North Central Region Agricultural Education Research Conference, Platteville, WI. First Runner-up Innovative Idea Poster Presentation.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Metzger, D., Smalley, S., Retallick, M. S., & Greiman, B. (2013, December). A triangular analysis of leadership perceptions, skills, and traits as perceived by agribusiness and industry professionals Research poster presented at CTE Research and Professional Development Conference, Las Vegas, NV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Foreman, E. & Retallick, M. S. (2013, July). Strengthening the Connection between Undergraduate Leadership Development Programs and Research Using the Collegiate Leadership Development. Research poster presented at the 2013 Annual Conference of the Association of Leadership Educators, New Orleans, LA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Foreman, E. & Retallick, M. S. (2013, May). Strengthening the connection between leadership development programs and research using the Collegiate Development Model. Research poster presented at National Agricultural Education Research Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Metzger, D., Smalley, S., Retallick, M. S., & Greiman, B. (2013, May). Agricultural industry perceptions on leadership perceptions, skills, and traits. Research poster presented at National Agricultural Education Research Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Retallick, M. S., Boone, H. & Greiman, B. (2013, May). Conference abstracts versus papers: NC AAAE perspective. Research poster presented at National Agricultural Education Research Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Smalley, S., Retallick, M. S., & Paulsen, T. (2013, May). Relevance of student teaching skills and activities from the prospective of the student teacher. Research poster presented at National Agricultural Education Research Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, P., Shultz, M., Anderson, R., & Paulsen, T. H. (2013). Does the number of post-secondary agricultural mechanics courses completed affect teacher competence? Paper presented at the Association of Career and Technical Education Research Conference, Las Vegas, NV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, P., Shultz, M., Anderson, R., & Paulsen, T. H. (November, 2013). Does the number of post-secondary agricultural mechanics courses completed affect teacher competence? Research conference proceedings from National Agricultural Mechanics Blue Ribbon Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Tweeten, J. F., Paulsen, T. H., & Anderson, R. (Eds.). (2013). Teacher self-efficacy and the relationship to the concerns expressed by agricultural education student teachers. Research conference proceedings from North Central Region, American Association for Agricultural Education, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, P., Anderson, R., & Paulsen, T. H. (November, 2013). Is there a correlation between agricultural mechanics laboratory size and agricultural education teachers job satisfaction and enjoyment? Research conference proceedings from National Agricultural Mechanics Blue Ribbon Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Shultz, M. J., Anderson, R. G., Paulsen, T. H., & Shultz, A. M. (2013). Importance and capability of teaching agricultural mechanics as perceived by secondary agricultural educators. Paper presented at the 2013 Annual Conference of the American Association for Agricultural Education, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, K. T., Perry, D. K., Anderson, R. G., Shultz, M. J., & Paulsen, T.H. (2013). Does Prior Experience in Secondary Agricultural Mechanics Affect Pre-service Agricultural Education Teachers Intentions to Enroll in Post-Secondary Agricultural Mechanics Coursework? Paper presented at the 2013 Annual Conference of the American Association for Agricultural Education, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Tweeten, J. F., Paulsen, T. H., & Anderson, R. G. (2013, December). Utilizing Twitter as a communication tool for expressing concerns of agricultural education student teachers. Poster presented at the Association for Career and Technical Education Research (ACTER) National Research Conference, Las Vegas, NV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2103 Citation: Wells, K., McCubbins, OP, Anderson, R., & Paulsen, T. H. (2013, November). Teacher-perceived adequacy of tools and equipment available to teach agricultural mechanics. Poster presented at the National Agricultural Mechanics Blue Ribbon Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Shultz, M, Anderson, R., & Paulsen, T. H. (2013, November). Teacher perceptions of quality of university-level pre-service agricultural mechanics instruction. Poster presented at the National Agricultural Mechanics Blue Ribbon Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: McCubbins, O.P., Wells, K.T., Anderson, R., & Paulsen, T. H. (2013, November). Teacher-perceived adequacy of tools and equipment to teach agricultural mechanics. Poster presented at the National Agricultural Mechanics Blue Ribbon Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Paulsen, T. H. & Martin, R. A. (2013, September). Frequency of administrator supervisory practices in the nonformal components of agricultural education. Poster presented at the North Central Region meeting of the American Association for Agricultural Education, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Tweeten, J. F., Paulsen, T. H., & Anderson, R. G. (2013, September). Phases of beginning teacher development and the relationship to concerns expressed by agricultural education student teachers. Poster presented at the North Central Region meeting of the American Association for Agricultural Education, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, P., Anderson, R., & Paulsen, T. H. (2013, September). Is agricultural mechanics competency affected by the number of post-secondary course completed? Poster presented at the North Central Region meeting of the American Association for Agricultural Education, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: McCubbins, O.P., Wells, K.T., Anderson, R., & Paulsen, T. H. (2013, September). Teacher-perceived adequacy of tools and equipment to teach agricultural mechanics. Poster presented at the North Central Region meeting of the American Association for Agricultural Education, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2103 Citation: Smalley, S. W., Retallick, M. S., & Paulsen, T. H. (2013). Relevance of Student Teaching Skills and Activities from the Perspective of the Student Teacher. Poster presented at the American Association for Agricultural Education (AAAE) National Convention, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Shultz, M., Anderson, R., & Paulsen, T. H. (2013). Mechanics-related In-service needs of Agriculture Teachers: Does Teaching Experience Matter? Poster presented at American Association for Agricultural Educators (AAAE) National Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Tweeten, J. F., Paulsen, T. H., & Anderson, R. G. (2013). Utilizing Twitter as a Communication Tool for Expressing Concerns of Agricultural Education Student Teachers. Poster presented at American Association for Agricultural Educators (AAAE) National Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Humke, S. J., Paulsen, T. H., & Ohde, N. (2013). Teacher learning outcomes at an agriculture-based renewable energy professional development workshop. Poster presented at American Association for Agricultural Educators (AAAE) National Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Shultz, M., Anderson, R., & Paulsen, T. H. (2013). Teacher perceptions of quality of university-level pre-service agricultural mechanics instruction. Poster presented at the 59th Annual North American Colleges and Teachers of Agriculture Conference, Blacksburg, VA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T. & Paulsen, T. H. (2013, September). Ascertaining pre-service teachers mini-teaching lesson attitudes and concerns through a focus group approach. Poster presented at the North Central Region meeting of the American Association for Agricultural Education, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Paulsen, T. H. (2013). Performing a Lesson Plan Checkup: Utilizing the Tuning Protocol to Provide Peer Feedback for Student Teachers. Poster presented at American Association for Agricultural Educators (AAAE) National Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2103 Citation: Bjelland, B., Sprecher, M., & Miller, G. (2013, June). Professional development needs of swine science distance education instructors. [Abstract] NACTA Journal, 57 (Supplement 1). Paper presented at the Annual Conference of the North American Colleges and Teachers of Agriculture in Blacksburg, VA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Tweeten, J., Day, J. & Anderson, R. (2013). Problem Based Learning in Agricultural Education: A Synthesis of Literature. Association of Career and Technical Education Research Conference, Las Vegas, NV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T., Parr, B. & Anderson, R. (2013). Student Participants Views of Mathematics Content Representation within Selected Alabama State FFA Career Development Events. Paper presented at National Agricultural Mechanics Professional Development Blue Ribbon Papers Presentation Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Han, G., Benson, C., & Anderson, R. (2013). The Role of Multiple Intelligence Theory to Engage All Learners: A Synthesis of Literature. Paper presented at North Central Region American Association for Agricultural Education Conference, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T., & Anderson, R. (2013). Kentucky Agricultural Education Teachers Self-Reported Efforts to Integrate Mathematics Content within Secondary Agricultural Education Curricula: A Descriptive Survey Study. Paper presented at North Central Region American Association for Agricultural Education Conference, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, A., Shultz, M., & Anderson, R. (2013). Financial Impact of the VRTEX 360: Is Virtual Reality a Cost-effective Solution in the Agricultural Mechanics Laboratory? Poster presented at Association of Career and Technical Education Research Conference, Las Vegas, NV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T., Parr, B., & Anderson, R. (2013). An Assessment of Pre-service Agricultural Educators Aptitudes in Solving Contextualized Mathematics Problems. Paper presented at Association of Career and Technical Education Research Conference, Las Vegas, NV.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T., Parr, B., & Anderson, R. (2013). Are They Competent? An Evaluation of Post-Secondary Agricultural Education Students Agricultural Mechanics Knowledge. Paper presented at the National Agricultural Mechanics Professional Development Blue Ribbon Papers Presentation Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T., Parr, B., & Anderson, R. (2013). Utilization of a Replication of the 2011 Alabama State FFA Agricultural Mechanics Career Development Event to Determine Selected Students Levels of Agricultural Mechanics Knowledge and Skills. Paper presented at the National Agricultural Mechanics Professional Development Blue Ribbon Papers Presentation Conference, Louisville, KY.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, A., Shultz, M., & Anderson, R. (2013). Financial Impact of the VRTEX 360: Is Virtual Reality a Cost-effective Solution in the Agricultural Mechanics Laboratory? Paper presented at North Central Region American Association for Agricultural Education Conference, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Wells, T., Anderson, R., Perry, D., & Byrd, P. (2013). Utilizing the Agricultural Marketing Resource Center (AgMRC) Website to Increase the Critical Thinking Skills of Secondary Agricultural Education Students. Paper presented at North Central Region American Association for Agricultural Education Conference, Platteville, WI.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, A., Shultz, M., & Anderson, R. (2013). Financial Impact of the VRTEX 360: Is Virtual Reality a Cost-effective Solution in the Agricultural Mechanics Laboratory? Paper presented at North American Colleges and Teachers of Agriculture Conference, Blacksburg, VA.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Rudolphi, J. & Anderson, R. (2013). Pin It! Using Pinterest in the Agricultural Mechanics Laboratory. Poster presented at the American Association for Agricultural Education Conference, Columbus, OH.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Byrd, P., Shultz, M., Perry, D., & Anderson, R. (2013) Big Brother is Watching&Utilizing Split-Screen Technology to Enhance Teacher Efficacy. Poster presented at the American Association for Agricultural Education Conference, Columbus, OH.


Progress 01/01/12 to 12/31/12

Outputs
OUTPUTS: Five studies were conducted. Topics were: teacher perceptions of school gardens in the US Virgin Islands, using equine as partners in experiential learning (i.e., equine-assisted learning), development of a life skills program using equine-assisted volunteer programs, development of a college-level introductory equine course, and the study of pre-collegiate characteristics, college experiences, and leadership outcomes. Presentations on experiential learning were made at the World Food Prize, the annual Borlaug INSPIRE Day, and ISU's Award Winning Faculty Series. Research and innovative ideas in the areas of secondary instructional supervision, senior-level capstone courses in production agriculture, and training needs of secondary agricultural education instructors were implemented into the undergraduate curriculum in agricultural education and agricultural studies. Research efforts related to STEM in the areas of academic integration into secondary agricultural education curriculum, senior-level capstone courses in agriculture mechanics, and training needs of secondary agricultural education instructors were implemented. More than thirty presentations were given at five different professional research conferences related to capstone courses and instructional supervision. Educational research conducted as a part of the STRIPS @ Neal Smith "prairie strips" project documented widespread misconceptions about the ecology and species composition of prairie, held by farmers, conservationists, graduate students, and science faculty associated with a range of agronomic, hydrologic, and ecological endeavors. Two faculty members give a presentation at a multidisciplinary conference focused on teaching and learning with technology. They shared their experiences in evaluating and enhancing distance education programs at Iowa State University. Various competency-based models for developing educational programs were designed and recommended for extension professionals. These models focused on learning systems, delivery systems, needs analysis and evaluation systems. Additional dissemination of methods and results were made through publication of peer-reviewed papers, abstracts, posters, and oral presentations at professional meetings and to individual stakeholders. PARTICIPANTS: Faculty members in the Department of Agricultural Education and Studies at ISU developed and are working to accomplish the objectives of this project. Under the direction of faculty members, graduate students are contributing to the project through research projects consistent with the objectives of the project. Faculty members are testing and implementing experiential learning theories in the courses they are teaching and the educational programs they are administering. ISU's Science with Practice program is a direct participant in the project. This is an on-campus internship program designed for undergraduate students to learn how to conduct research by working with scientists across the College of Agriculture and Life Sciences. The program encourages undergraduate students to consider careers in agricultural research. County extension educators and 4-H specialists in Iowa are participating in the project through internship and experience programs. Secondary and post-secondary agriculture teachers, including the Iowa Association for Agricultural Education (IAAE), are participants through early field-based experience programs, internships, and student teaching. The National FFA Organization and the Iowa FFA Association are participants through Career Development Events and Supervised Agricultural Experience programs. The National Council for Agricultural Education is a participant through professional development workshops on CASE curriculum. The Neal Smith National Wildlife Refuge and the Iowa Learning Farm are participants though their educational programming. TARGET AUDIENCES: The more than 3,000 Undergraduate and Graduate students studying agriculture and/or agricultural education/extension are a primary target audience. The more than 260 agricultural science teachers at the secondary and post-secondary levels in Iowa are a target audience as well. These teachers work with more than 10,000 students studying agriculture at the secondary or post-secondary levels. The target audiences for the STRIPS @ Neal Smith "prairie strips" project are both farmers and the general public. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

Impacts
As a result of the implementation of experiential learning theory in undergraduate and graduate courses, more than 125 students identified and learned to use experiential learning theories and demonstrated best practices associated with these theories. Their skills and demonstration of understanding of the theories increased through this experience. Undergraduate students used their experiences to explore their personal career interest. Graduate students were able to transfer the contents of their course to their work experiences in secondary and postsecondary agricultural education programs in Iowa schools and colleges; county Extension education programs, and business/industry training programs. Results from the research projects are being used in an Extension program in Wyoming, Camp Hantesa in Boone, IA, and an equine course at Kirkwood Community College to improve their educational programs. More than 60 Iowa secondary agriculture teachers have successfully completed at least one 80 hour professional development training in inquiry-based teaching and are now certified to teach one or more of the Curriculum for Agricultural Science Education (CASE) courses. This is impacting the agricultural education experience of students in more than 60 high school programs in Iowa and other states. Two capstone courses, with an annual enrollment of approximately 105 undergraduate students were reviewed and revised. Approximately 25 future agricultural science teachers are receiving STEM education in agricultural mechanics each year. They will be able to implement this type of science education in their high school agriculture programs as teachers. An educational model for education about prairies has been proposed that will group plants by architectural form, not plant family. This model for conceptual change will work through Iowa Learning Farm's educational programs regarding prairies. Distance education research has affected decisions about the creation of Agricultural Education online Master's program at ISU (this program serves about 80 students), informs policy decisions related to distance learning programs and professional development of hundreds of faculty and extension professionals involved in online education, and greater acceptance of distance learning as being on par with traditional models of course delivery. A new awareness of and appreciation for the non-formal education programs in agricultural education is taking place. This awareness will grow as further research is conducted on non-formal education programs in agricultural education.

Publications

  • Norby, M. S., & Retallick, M. S. (2012). Iowa consumer motivations and preferences for agritourism activities. Journal of Extension [On-line], 50(5). Article 5FEA8. Available at http://www.joe.org/joe/2012october/a8.php
  • Foreman, E. A., & Retallick, M. S. (2012). Undergraduate involvement in extracurricular activities and leadership development in College of Agriculture and Life Sciences Students. Journal of Agricultural Education, 53(3), 111-123. doi:10.5032/jae.2012.03111.
  • Smalley, S., & Retallick, M. S. (2012). Agricultural education early field experience through the lens of the EFE model. Journal of Agricultural Education, 53(2), 99-109. doi:10.5032/jae.2012.02099
  • Glenn, M., Esters, L. T., & Retallick, M. S. (2012). Mentoring perceptions and experiences of minority students participating in summer research opportunity programs. NACTA Journal, 56(1), 35-42.
  • Foreman, E. A. & Retallick, M. S. (2012, October). Undergraduate involvement in extracurricular activities and leadership development. Proceedings of the 2012 North Central Region Agricultural Education Research Conference, Champaign, IL.
  • Foreman, E. A. & Retallick, M. S. (2012, July). Identifying the relationship of precollegiate and collegiate experiences in predicting the community values component of leadership development. Proceedings of the 2012 Annual Conference of the Association of Leadership Educators, Key West, FL.
  • Foreman, E. A. & Retallick, M. S. (2012, June). Using Involvement Theory to examine the relationship between extracurricular participating and leadership development of undergraduate students. Proceedings of the 58th Annual NACTA Conference, River Falls, WI.
  • Foreman, E. A. & Retallick, M. S. (2012, June). Identifying the relationship of precollegiate and collegiate experiences in predicting the community values component of leadership development. Proceedings of the 58th Annual NACTA Conference, River Falls, WI.
  • Retallick, M. S. (2012). Transformational learning in action. The Agricultural Education Magazine, 85(2), 4,13.
  • Youngs, C. R., Kenealy, M. D., Spike, P. L., Driscoll, B.*, Swanbom, H., Retallick, M. S., & Gaul, M. (2012). Experiential learning opportunities for career preparation of animal science students. Iowa State University Animal Industry Report (A.S. Leaflet R2745).
  • Kiesling, J. A., Martin, R. A., & Paulsen, T. H. (2012). Farm Management & Operation Course: An Evolutionary Experiment in Experiential Learning Spanning Seven Decades. Poster abstract # 300. North American Colleges and Teachers of Agriculture (NACTA), 56 Supplement 1.
  • Paulsen, T. H. (2012). Providing peer feedback for student teachers using the tuning protocol. Innovative idea poster presented at American Association for Agricultural Educators (AAAE) North Central Region Conference, Champaign, IL.
  • Paulsen, T. H., & Perry, D.K. (2012). Peer- and self-assessment in a capstone farm management course: Using an individual personal reflection activity. Research poster presented at Association for Career and Technical Research (ACTER) National Conference, Atlanta, Georgia.
  • Paulsen, T. H., Retallick, M. S., Anderson, R. G., & Miller, W. W. (2012). Coordinating the chatter: Using Twitter as a medium for a student teacher community of practice. Innovative idea poster presented at American Association for Agricultural Educators (AAAE) Conference, Asheville, North Carolina.
  • Paulsen, T. H., Retallick, M. S., Anderson, R. G., & Miller, W. W. (2012). Coordinating the chatter: Using Twitter as a medium for a student teacher community of practice. Innovative idea poster presented at American Association for Agricultural Educators (AAAE) Southern Region Conference, Birmingham, AL.
  • Shultz, M., Anderson, R., Shultz, A & Paulsen, T. H. (2012). Mechanics related in-service needs of Iowa agriculture teachers: Does teaching experience matter Presented at Association of Career and Technical Education Research Conference, Atlanta, GA. Outstanding Poster Award, 2nd place.
  • Tyndall, J., Grudens-Schuck, N., Harmon, J. D. & Hoff, S. J. (2012). Social approval of the use of the Community Assessment Model for odor dispersal: Results from a citizen survey. Journal of Environmental Management (50)2, 315-328.
  • Grudens-Schuck, N., & Larsen, GL. (2012). Using Delphi to track shifts in meanings of scientific concepts in a long-term, expert-lay collaboration on sustainable agriculture research in the Midwest. In J. Goodwin (ed.) Between scientists and citizens: Proceedings of a conference at Iowa State University, 1-2 June, 2012, 163-171. Ames, IA: GPSSA, 2012.
  • Helmers, M, Asbjornsen, H., Liebman, M., Schulte-Moore, O'Neal, M., Kolka, R., Tyndall, J, Arbuckle, J., Harris, M. Tomer, M., Grudens-Schuck, N., Cruse, R., J. Neal, Drobney, P., Sauer, T., Witte, C., & Castellano, M. (2012). Learning and teaching with experimental watersheds: Evaluation of ecosystem services in mixed annual-perennial agroecosystems. Poster (Revised). BioCentury Farm, Iowa State University, September, 2012.
  • Kuna, A. S., & Miller, G. (2012, October). Learner interaction patterns in an online course management system. Proceedings of the North Central Region Research Conference in Agricultural Education, Champaign, IL.
  • Pate, M. L., & Miller, G. (2012). A longitudinal study of learner characteristics and experiences with a distance master of agriculture degree program. NACTA Journal 56(1), 28-34.
  • Pate, M. L., & Miller, G. (2012). The off-campus bachelor of science in professional agriculture degree program: A final alumni evaluation. NACTA Journal 56 (4), 2-6.
  • Campo, D., Shultz, M., & Anderson, R., (2012). Student Competency Levels Entering Post-Secondary Introductory Agricultural Mechanics Courses. Presented at Association of Career and Technical Education Research Conference, Atlanta, GA.
  • Rudolphi, J. & Anderson, R. (2012). Pin It! Using Pinterest in the Agricultural Mechanics Laboratory. Presented at North Central Region American Association for Agricultural Education Conference, Champaign, IL. 1st place student innovative idea poster.
  • Byrd, P. & Anderson, R. (2012). Integrating Virtual Reality to Reduce Anxiety in Beginning Welders. Presented at North Central Region American Association for Agricultural Education Conference, Champaign, IL.
  • Byrd, P. & Anderson, R. (2012). Green welding...utilizing the VRTEX 360 to reduce our carbon footprint the American Association for Agricultural Education Conference, Asheville, NC.
  • Shultz, M., Perry, D., Byrd, P., & Anderson, R. (2012). Reducing School Liability by Incorporating Brake Activation Devices on Woodworking Equipment. Presented at the American Association for Agricultural Education Conference, Asheville, NC.
  • Campo, D., Shultz, M., & Anderson, R., (2012). Student Competency Levels Entering Post-Secondary Introductory Agricultural Mechanics Courses. Presented at the American Association for Agricultural Education Conference, Asheville, NC.
  • Miller, G. (2012, June). Global engagement: sharing our expertise in agricultural education. [Abstract] NACTA Journal, 56 (Supplement 1), 23. The presentation was given at the Annual Conference of the North American Colleges and Teachers of Agriculture in River Falls, Wisconsin.
  • Byrd, P., Shultz, M., Perry, D., & Anderson, R. (2012) Big Brother is Watching...Utilizing Split-Screen Technology to Enhance Teacher Efficacy. Presented at Southern Region American Association for Agricultural Education Conference, Birmingham, and AL. 1st place student innovative idea poster.
  • Campo, D., Shultz, M., & Anderson, R., (2012). Student Competency Levels Entering Post-Secondary Introductory Agricultural Mechanics Courses. Presented at Southern Region American Association for Agricultural Education Conference, Birmingham, AL.
  • Perry, D., Byrd, P., Shultz, M., & Anderson, R. (2012). The Sixth Sense: Developing an Agricultural Mechanics Laboratory Awareness. Presented at Southern Region American Association for Agricultural Education Conference, Birmingham, AL.
  • Shultz, M., Perry, D., Byrd, P., & Anderson, R. (2012). Reducing School Liability by Incorporating Brake Activation Devices on Woodworking Equipment. Presented at Southern Region American Association for Agricultural Education Conference, Birmingham, AL.
  • Shultz, M., Anderson, R., Anderson, S., & Velez, J. (2012). Safety Analysis of Post-Secondary Students Enrolled in Welding Courses: Does Past Experience Affect Safety Attitudes and Behaviors Presented at Southern Region American Association for Agricultural Education Conference, Birmingham, AL.
  • Ghimire, N. R. & Martin, R. A. (2012). Learning systems competencies: Their implications to extension educators. The International Journal of Learning. 18(3): 95-111.
  • Nor, Z. M. & Martin, R. A. (2012). An overview of agricultural extension service systems: A comparative analysis between Malaysia and the United States. Proceedings of the 28th Annual Conference of the Association of International Agricultural and Extension Education. Nakhon Pathom, Thailand.