Guest Blogger Series: How does Change Affect Agricultural Education?

Editor note: Dr. Karen Hutchison is the current Local Program Success specialist assigned to Pennsylvania by National FFA. She is a former state supervisor of agricultural education from the state of Delaware and former agriscience teacher. 

Can agriculture education help students keep up with globalization and a changing world?  Does our current three component model of agriculture education; classroom/laboratory instruction, supervised agricultural experience programs (SAE), and the FFA, continue to prepare our students for change?  Can agriculture education prepare students to fill the need for more scientists and engineers?  The answer to all three questions is yes.

In his book, Living in a Flat World, author Thomas Friedman, wrote: “You can’t light the fire of passion in someone if it doesn’t burn in you to begin with.” Think back to who your favorite teachers were.  They probably were the ones that instilled a love of learning and were passionate about what they taught.  If our students are going to be prepared for a changing job market, agricultural educators need to be passionate about educating students in areas such as the science and technology of agriculture.

The Three-Component Model reflects the long established focus on classroom/laboratory, FFA and supervised agricultural experiences.

How can agriculture education produce curious, passionate students?  First, we need to make sure we have quality programs, programs that include all three components of the agriculture education model.  Classroom instruction is critical in providing students with an opportunity to learn by doing.  The agriculture classroom needs to be one of contextual learning where students are given a variety of learning experiences so they can make meaningful relationships between abstract ideas and practical applications.  Having a laboratory component to classroom instruction provides students an opportunity to make that connection.  This also means agriculture educators need to be aware of the changes in the agricultural industry and eager to learn themselves.  This can be accomplished through quality professional development, active advisory committees, and participation in conferences.

The SAE component encourages students to take something they have learned in the classroom and expand or deepen their understanding through a learning experience outside the classroom.   The SAE program is the actual, hands-on application of concepts and principles learned in the agriculture classroom supervised by agriculture education teachers in cooperation with parents, employers and other adults who assist students in the development and achievement of their educational and career goals.   The SAE component is unique and important to agriculture education.

The FFA component provides students an opportunity to participate at the local, state, and national levels in a variety of programs and activities designed to allow students to demonstrate what they have learned in their classroom.  As the mission states:  “FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education.”

One of the greatest strengths of the agriculture classroom is how students learn by doing.  Students work through experiments and projects, practicing until they understand.  Because agriculture is so multifaceted students should be able to find something that they are passionate about.  National FFA has resources for teachers such as My Journey and the new Ag Explorer, to help students explore the many agriculture areas and careers.

Have you used or considered a research-based SAE: (https://www.ffa.org/MyResourceDocuments/sae_handbook_V10.pdf).  As the description states:

 “For scientific-minded students, research-based SAE projects and programs offer opportunities for innovation and new discovery in the growing area of agriscience. This type of SAE allows students to examine an agricultural/scientific issue, question or principle using experimental or non-experimental methods. In an experimental program, students conduct and develop scientific experiments to solve a problem or gain new knowledge. For non-experimental SAEs, students assume the role of “detective” to address a problem or answer a question through extensive research. In either case, the use of scientific principles, literature review, experiment/activity planning, data collection and information analysis is applied to arrive at a final conclusion.”

One only needs to attend a National FFA Convention and hear about the projects students in this category are conducting, to know our students do have the desire and ability to tap their passion.

National FFA has other programs to encourage and recognize students who are interested in pursuing a deeper understanding of the sciences to help promote change.  The AgriScience Fair provides an opportunity for middle and high school students, at the local, state, and national level, who are interested in the scientific principles and emerging technologies in the agricultural industry to develop research projects.   Using the scientific method students can pursue research in the areas of botany, engineering, environmental sciences, zoology, and biochemistry/food science/microbiology.  The AgriScience Fair continues to grow in the number of participants every year.

The best part of programs such as the AgriScience Fair or a research SAE is the opportunity to expose thousands of students to the exciting world of sciences, research, and emerging technologies.  As an agriculture educator it is rewarding to expose a student through a field trip or career awareness activity and have them say they have found what they want to do with their life. 

Secretary of Agriculture Tom Vilsack visiting with AgriScience Fair students about their research project.

The best part of programs such as the AgriScience Fair or a research SAE is the opportunity to expose thousands of students to the exciting world of sciences, research, and emerging technologies.  As an agriculture educator it is rewarding to expose a student through a field trip or career awareness activity and have them say they have found what they want to do with their life. 

As author Thomas Friedman wrote, “…. curious, passionate kids are self-educators and self-motivators”.

Thomas Friedman also wrote, “Give me a kid with a passion to learn and a curiosity to discover and I will take him or her over a less passionate kid with a high IQ every day of the week.  Because curious, passionate kids are self-educators and self-motivators.  They will always be able to learn how to learn, especially on the flat world platform, where you can both download and upload.” Agriculture education leads the way in creating curious, passionate kids.  Students should be given the opportunity to pursue deeper understanding of subjects that are of interest to them.  Agriculture educators need to make sure they are feeding that passion. 

          

Globalization is one change that has had and will continue to have a huge effect on the agriculture industry.  Agriscience educators have an obligation to make sure students are ready to enter this rapidly changing industry.  By providing an agriculture program that is built on the three core components of classroom/laboratory instruction, supervised agricultural experience programs, and FFA student organization activities/opportunities, agriculture students will be well on their way to finding success in a changing world.

Guest Blogger:

Karen Hutchison

Local Program Success

National FFA

khutchison@ffa.org

302-270-2085