Cultural Differences in Critical Thinking Style: A Comparison of U. S. and Chinese Undergraduate Agricultural Students

This study aimed to compare critical thinking styles between students studying agriculture in the U.S. and China. A survey of critical thinking styles was administered to two groups of students in U.S. (n = 104) and China (n = 103). Multivariate analysis of variance (MANOVA) was applied to determine if there were significant differences in critical thinking styles between the two groups. Results indicate that U.S. students tended to prefer an engaging critical thinking style, whereas Chinese students tended to prefer an information seeking critical thinking style. These differences between critical thinking style preferences may be explained by students’ cultural backgrounds. This study can help agricultural educators understand the differences in critical thinking style preferences among culturally-diverse students. Further, it provides empirical evidence to guide agricultural educators seeking to adopt effective pedagogical approaches to cultivate critical thinking among students from diverse cultural backgrounds. This study provides fresh insight into the individualism and collectivism theory by explaining the cross-cultural differences in critical thinking style between U.S. and Chinese agricultural students. Keywords: agricultural education, critical thinking style, international agricultural student, cross- cultural

An exploration of graduate level agricultural leadership course descriptions

Since its introduction into agricultural education programs in the 1970s, agricultural leadership has continued to change due to the needs of students and trends within the field (Cletzer et al., 2020; Jones, 2004; Williams, 2007). A single research question guided the study: What is the nature of graduate agricultural leadership courses offered in the United States? This study utilized a qualitative content analysis to capture the meanings, emphasis, and themes of agricultural leadership graduate course descriptions. The frame for this research was established by consulting the American Association of Agricultural Educators member list. University course catalogs were reviewed, and all graduate coursework offered by the agricultural education departments of the identified institutions that included any of the following terms in the title were noted: (a) lead, (b) leader, and (c) leadership. A total of 62 courses from 11 institutions met the criteria. The findings clustered the courses into 21 categories, further compiled into six themes: (1) individual-level focus, (2) organizational-level focus, (3) societal-level focus, (4) professional focus, (5) methodological focus, (6) developmental focus. The findings and recommendations should be considered by agricultural leadership educators as they evaluate how to most appropriately grow their academic programs and coursework.

Teacher preparation impacts in regard to physiological stress of preservice educators within agricultural mechanics project construction

The purpose of this study was to identify how the differences in teacher preparation impact the physiological stress teachers and teaching quality students experience within the agricultural mechanics laboratory setting, specifically when related to project construction. One specific responsibility of agricultural educators is teaching project construction in the agricultural mechanics laboratory. Teachers have reported perceived stress in teaching agricultural mechanics, but no studies to date have measured the physiological stress response when teaching mechanics. For this agricultural mechanics methods course, university instructors enlisted students to serve as teacher for a day to simulate the process of teaching project construction. Researchers utilized a nonequivalent control group design to determine how a treatment of university supervisors modeling the project construction with students before they taught as teacher for day would impact teaching and stress outcomes. The control group did not build the project ahead of time, as has been the practice of the course in the past. The researcher utilized four instruments to measure physiological stress, learning environment, assessment, teaching delivery and perceived comfort of the teacher. The target population for this study was preservice agricultural educators at the University of Missouri. The accessible population consisted of preservice educators for the Fall of 2017 semester (n=16). Heart monitor data indicated all teachers were stressed throughout their teaching on day 1 and day 2. Despite their stress, the teachers were effective as rated by their students. The treatment group was less stressed on day 2 than day 1, indicating the treatment was effective at assisting teachers once the actual project construction began. The study provides biological evidence supporting the stressful nature of teaching agricultural mechanics. Researchers were able to recreate the stress of agricultural mechanics teaching through a simulated activity. Researchers conclude the treatment of pre-project modeling reduced the stress and increase the teaching performance of preservice teachers by modeling the laboratory activity prior to teaching.

Examining Post traumatic Growth After a Natural Disaster: An Appreciative Inquiry

With the frequency and intensity of natural disasters expected to increase as climate change persists, it is crucial for agricultural educators and extension agents around the world to develop the capacity to assist individuals in the wake of traumatic natural disasters. Data were collected in January 2019 and surveyed Georgia residents who they themselves, or someone they cared about, were affected by Hurricane Michael which occurred in October 2018. Data were measured using a modified version of Tedeschi and Calhoun’s (1996) 21-item posttraumatic growth inventory. Highest mean posttraumatic growth score was associated with the Relate to Others scale, while the lowest mean score was associated with the Appreciation of Life scale. Approximately 48% of respondents reported a large or very large change in their compassion for others and their appreciation of each day as a result of their traumatic experience. Female respondents scored higher than male respondents on all the posttraumatic growth factors. Significant differences at the .05 level between male and female mean posttraumatic growth scores were identified for five scale factors; personal strength; spiritual change; appreciation of life; and overall posttraumatic growth. These findings suggest females may be more adaptive to traumatic events and more likely to be receptive to the potential to perceive positive benefits resulting from traumatic experiences. An associated recommendation would be for agricultural educators and extension personnel to utilize the appreciative inquiry approach when assisting individuals recovering from natural disasters and other traumatic events. Keywords: posttraumatic growth; Hurricane Michael; natural disasters; appreciative inquiry

Understanding Extension for School-Based Agricultural Education #1: Extension 101

This article and series were designed primarily for use by secondary agriscience teachers in school-based agricultural education programs (SBAE) to help build a strong understanding of Extension and the role of Extension professionals. An important part of access and use of Extension services is understanding its background, structure, and function. This initial publication in the Understanding Extension for School-Based Agricultural Education series provides agricultural educators and the general public with a basic understanding of Extension. This new 4-page publication of the Department of Agricultural Education and Communication was written by Debra Barry, John Diaz, Alyssa Shepherd, Jennifer Patton, and Stephen Gran.https://edis.ifas.ufl.edu/wc372

An Exploration of the Professional Development Needs of Agricultural Educators within the VET Sector: A Mixed Methods Study

Recent studies have highlighted the contribution of education to the productivity and viability of the Irish agricultural sector. This paper explores the training needs of agricultural educators within the vocational education and training sector by examining educators’ experience in their role based on educator qualification, availability of continuous professional development and opportunities for development. The study was conducted in Ireland using a mixed methods explanatory sequential design. The study sample consisted of the national population of agricultural educators within the vocational education and training sector, i.e. agricultural colleges. Data collection methods included a national survey and three focus groups. The findings highlight a challenge across Irish agricultural colleges in how educators are trained to teach, in their motivations for the role, and their long-term desire to remain teaching. It also demonstrates the importance of continuous professional development and the need to enhance training, particularly, pedagogical training, to agricultural educators. It can be concluded that stronger supports are required at both recruitment and throughout an educator’s career for development and progression. This study is one of the first studies in Ireland to investigate the continuous professional development needs of agricultural educators within the vocational education and training sector. The paper explores the pedagogical underpinnings of agricultural education, with the aim of developing teaching and learning needs in parallel to technical expertise.

Creating a Sense of Belonging for Hispanic Farmers and Farmworkers in Agricultural Programming

Hispanics residing in the United States are playing a larger role in agriculture. For example, in Pennsylvania, this group comprises the largest increase in new farmers, according to the 2012 Census of Agriculture. Efforts to connect with this population can be improved. Hispanic farmers and farmworkers face access barriers to agricultural programming that need to be addressed to more effectively “reach and teach.” Over a 1-year period, 22 to 25 agricultural educators attended a three-workshop training series focused on increasing knowledge and skills for planning, designing, advertising, and delivering agricultural programs inviting to Hispanic farmers and farmworkers. The workshop series included an expert on the science of inclusion, a specialist in Latino community studies, and several representatives from organizations with long histories of connecting with Hispanic farming audiences. Through guided activities and facilitated discussion, participants developed strategies for creating programming welcoming to the Hispanic farming community. This workshop series was highly rated by participants. After the first workshop, one participant stated that it was the best diversity workshop he had attended in his 22-year career. In a follow-up survey 1 year after the final workshop, the majority of respondents had made efforts to build relationships through agricultural programming for Hispanic farmers and farmworkers. Here, we are providing the methods we employed to serve as a model for others working to connect with this or other underserved or nontraditional farming audiences.