JIG SAW MATERIALS

QUESTION 1

WHY HAVE SAE?

Supervised Agricultural Experience Fact SheetBenefits of SAEs

TheimportanceofSAEprogramsextendsfarbeyondtheagriculturaleducationclassroom.AnSAEisacatalystforpersonalgrowth,careerdevelopmentandresponsiblecitizenshipthatleadstoindividual,groupandsocietalbenefitsnotpossiblethroughformaleducationalone.Skills,knowledge,experiencesandconnectionsgainedthroughSAEsremainwithstudentsforalifetimeandpositivelyinfluenceothersalongtheway.AnSAEismorethananintegralpartofagriculturaleducation;itistangiblelearningwithanappliedpurposeandmeasurableresults.FollowingaresomeofthebenefitsofSAEs:

Benefits to Students• Assistswithcareerandpersonalchoiceswhilebuildingself-esteem.• Appliesbusinesspracticessuchasrecordkeepingandmoneymanagement.• Nurturesindividualtalentsanddevelopsacooperativeattitudetowardothers.• Buildscharacterandencouragescitizenshipandvolunteerism.• Providesacomfortableenvironmentforpracticallearningthatischallenging,butfun.

Benefits to FFA Chapters • Createsopportunitiesforstudentstoearnrecognitionforthemselvesandthechapter.• Promotesinvolvementinproficiencyawards,CDEsandotherFFAprograms.• Encouragesparentalinvolvementandsupportofchapteractivities.• Developsleadershipandteamworkskillsessentialtochaptersuccess.• Provideseverychaptermemberwithavenueforpersonalgrowthandachievement.

Benefits to Teachers, Schools • Strengthensrelationsbetweentheschool,communityandagricultureprogram.• Servesasamotivationaltoolforstudentlearningandscholasticachievement.• Createsfamiliaritywithandpromotesnewtechnologiesandagriculturalpractices.• Providesyear-roundinstructionthatispractical,relevantandindustry-based.• Expandsagriculturalcompetencieslearnedintheclassroomandlaboratory.

Benefits to Employers and the Agricultural Industry• Providesalaborforceskilledintechnicalandappliedagriculturalpractices.• Fostersagoodworkethicaswellascriticalthinkingandinterpersonalrelationsskills.• Keepsyoungpeopleinvolvedinthelocalcommunityand/ortheagricultureindustry.• Servesasaneffectivevenueforon-the-jobtrainingandcareerpreparation.• Assistsschoolsinkeepinginstructionrelevantbasedonindustryneeds.

SAESupervised Agricultural Experience

Benefits to Communities• Promotescommunityserviceandinvolvement.• Providesthecommunitywithacompetentandeducatedworkforce.• Improvestheefficiencyoftheagriculture-relatedjobsinthecommunity.• Developsknowledgeable,conscientiousandinformedcitizens.• Createsanawarenessandappreciationofthecommunity’seconomic,environmentalandhuman

resources.

The Connection Between Supervised Agricultural Experiences (SAE) and Academic Success in Agricultural Education

Michael S. Retallick

Michael S. Retallick is the Coordinator of Academic Advising and Undergraduate Programs at Iowa State University

ContaCt InfoRMatIon:

Michael S. RetallickAgricultural Education and Studies

206 Curtiss HallIowa State University

Ames, IA 50011515-294-4810

msr@iastate.edu

SAESupervised Agricultural Experience

The Connection Between Supervised Agricultural Experiences (SAE) and Academic Success in Agricultural Education

What is the connection between Supervised Agricultural Experiences (SAE) and academic success?

Various studies have indicated a linkage exists between SAEs and academic achievement. Other studies have

not produced empirical data for a linkage between SAEs and academic achievement. Mixed findings indicate

a need for more in-depth study.

SAEs provide students the opportunity to extend their learning outside of the classroom and to

adapt the learning to meet the individual needs of the student (Stewart & Birkenholtz, 1991). Experiential

learning is beneficial as a means to teach transferable skills that assist students to develop a process of

lifelong learning and apply theory and concepts to solve real-world problems (Dailey, et al., 2001). Ramsey

and Edwards (2004) surmised that an SAE is an informal learning opportunity that could be used to increase

science achievement. Although academic achievement is an important component of SAEs, it is only part of

its purpose (Newcomb, et al., 2004; Talbert, et al., 2005).

Some researchers have found a positive relationship between SAEs and academic achievement using

a variety of research methods and approaches. In ornamental horticulture, Noxel and Cheek (1988) found

a positive relationship between scope, as measured with Productive Man Work Units (PMWU), and student

achievement. Using a written test as their measurement tool, Arrington and Cheek (1990) found a positive

relationship between SAE participation and achievement among sophomores in general agricultural

education programs. A significant, positive correlation was found between SAE participation and student

achievement in agriscience (Cheek, et al., 1994).

Other researchers have not been able to link SAEs to academic achievement. Tylke and Arrington

(1988) found no positive relationship between SAE scope, as measured with PMWU, and student

achievement when studying livestock production SAE. Randell, et al. (1993) found no positive relationship

between SAE scope, as measured with PMWU, and student achievement when studying a group of students

enrolled in a Practical Skills in Agricultural Sciences class in Florida.

There have been attempts to explain why some researchers have struggled with the issue of

measuring the impact of SAEs and why other researchers have found mixed research results. At issue is 1)

how to measure the impact and SAE scope (Randell & Arrington, 1993), 2) how to define SAE, its focus and its

direction (Dyer & Osborne, 1995), and 3) how to identify SAE program quality (Dyer & Osborne, 1996). Dyer

and Osborne (1996) found no guidelines as to how program quality should be measured and/or evaluated

and admitted that, at the time of their study, no empirical research had been conducted to suggest that SAEs

are educationally beneficial (Dyer & Osborne, 1995). In an era of scarce resources and accountability related

to student achievement, Ramsey and Edwards (2004) urge the agricultural education profession to provide

empirical data which supports the assumption that agricultural education positively impacts academic

achievement in science through informal learning opportunities like SAEs.

RefeRenCeS

Arrington, L.R., & Cheek, J.G. (1990). SAE scope and student achievement in agribusiness and natural resources education. Journal of Agricultural Education, (31)2, 55-61.

Cheek, J.G., Arrington, L.R., Carter, S., & Randell, R. (1994). Relationships of supervised agricultural experience program participation and student achievement in agricultural education. Journal of Agricultural Education, (35)2, 1-5.

Dailey, A.L., Conroy, C.A., & Shelley-Tolbert, C.A. (2001). Using agricultural education as the context to teach life skills. Journal of Agricultural Education, (42)1, 10-19.

Dyer, J.E., & Osborne, E.W. (1995). Participation in supervised agricultural experience programs: A synthesis of research. Journal of Agricultural Education, (36)1, 6-14.

Dyer, J.E., & Osborne, E.W. (1996). Developing a model for supervised agricultural experience program quality: A synthesis of research. Journal of Agricultural Education, (37)2, 24-33.

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (2004). Methods of teaching agriculture (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Noxel, S. & Cheek, J.G. (1988). Relationship of supervised occupational experience program scope to student achievement in ornamental horticulture. The Journal of the American Association of Teacher Educators in Agriculture, (29)4, 24-31.

Ramsey, J.W., & Edwards C.M. (2004). Informal learning in science: Does agricultural education have a role? Journal of Southern Agricultural Education Research, (54)1, 86-99.

Randell, R., Arrington, L.R., & Cheek, J.G. (1993). The relationship of supervised agricultural experience program participation and student achievement in practical skills in agricultural science. Journal of Agricultural Education, (34)1, 26-32.

Stewart, B.R., & Birkenholz, R.J. (1991). Outcomes of changing supervised agricultural experience programs. Journal of Agricultural Education, 32(3), 35-41.

Schwager, T.A., & White, J.D. (1994). Teachers’ perceptions of SAE programs and benefits for students with special needs in Oklahoma. Research/Technical Report, Oklahoma State University, Department of Agricultural Education. (ERIC Document Reproduction Service No. ED 387591

Talbert, B.A., Vaughn, R., & Croom, D.B. (2005). Foundations of agricultural education. Catlin, IL: Professional Educators Publications, Inc.

Tylke, R.J. & Arrington, L.R. (1988). The relationship of supervised occupational experience program scope to achievement in livestock production. The Journal of the American Association of Teacher Educators in Agriculture, (29)3, 28-34.

© 2005 National FFA Organization

The Need for Supervised Agricultural Experiences (SAE)in Agricultural Education

Michael S. Retallick

Michael S. Retallick is the Coordinator of Academic Advising and Undergraduate Programs at Iowa State University

Contact Information:

Michael S. RetallickAgricultural Education and Studies

206 Curtiss HallIowa State University

Ames, IA 50011515.294.4810

msr@iastate.edu

The Need for Supervised Agricultural Experiences (SAE)in Agricultural Education

The need for Supervised Agricultural Experience (SAE) programs in agricultural education is well

documented in a series of textbooks and a large number of research studies on the subject. These resource

materials also identify a continuing need to study the issues that impact SAE programs.

The three primary texts (The Handbook for Agricultural Education in Public Schools, Methods of

Teaching Agriculture, and Foundations of Agricultural Education) available for the professional development of

agricultural teachers discuss the need for and value of an SAE. All three texts argue that an SAE is an integral,

intra-curricular component of agricultural instruction which, in conjunction with classroom instruction

and membership in the FFA Organization, provides a comprehensive agricultural education program and

student experience.

Newcomb, et al. (2004) in Methods of Teaching Agricultural Education states that an SAE is an integral

part of agricultural instruction as a valued part of the teaching and learning experience. An SAE is important

because it improves learning, student personal development, and career and technical development.

Students who complete SAEs learn more, in part, because of their need to learn and the opportunity to

practice what is taught. In the agricultural instructional program, supervised experiences often serve as

interest approaches to instruction, sources of problems, and the application of learning.

Talbert, et al. (2005), in Foundations of Agricultural Education, emphasize that SAE expands the

boundaries of the classroom to include the entire community. They suggest that SAEs aid in increasing

student understanding of agriculture and in developing skills and abilities related to career development.

An SAE adds to the instruction received in the classroom and also improves decision-making skills and

memory retention. These authors indicate that students realize the following benefits from SAE:

Ø Development of decision-making skills, including career and personal choices

Ø Improved self-confidence and human relation skills

Ø Application of knowledge learned in the classroom

Ø Knowledge of a variety of occupations and careers

Ø Development of time management and record-keeping skills

Ø Document experience needed on job applications

Ø Discovery of areas of personal interest

Ø Practice of responsibility and development of independence

Ø Development of pride through personal accomplishment (p. 420-421)

Phipps and Osborne (1988), in the Handbook on Agricultural Education in Public Schools, focus on

the role of SAEs as a means of linking theory taught in the classroom to real-world experiences. They

suggest such linkages occur by making the instruction practical and meaningful. SAEs bridge the gap

between school and work and provides opportunities to solve real problems through the application of

principles. Individualized learning through an SAE develops a sense of ownership which stimulates pride

and motivation. Classroom instruction becomes alive because of SAEs which, in turn, promote learning and

increase the self-confidence of students.

Researchers who have studied and written about SAEs have confirmed the need for SAEs in

agricultural education. Hughes and Barrick (1993) proposed a model for agricultural education with a holistic

approach to individual development where the aims of an agriculture program could only be met, in part,

through the individualized instruction of an SAE. Furthermore, researchers and teachers have learned that

context is important in the transfer of knowledge in student learning (National Research Council, 2000).

SAEs provide the context for the development of life skills and the transfer of knowledge and skills to real-

world situations and problems (Dailey et al., 2001). SAEs provide a source for experiential learning and

motivation for students (Camp, et al., 2000).

SAE programs are not only beneficial in the application of theory but also as an experiential learning

tool (Dyer & Osborne, 1996). The student benefits of SAEs include the development of favorable work

attitudes, values and habits; and the development of technical skills and knowledge (Stewart & Birkenholtz,

1991). Parents, the agricultural education program, the school and community also benefit from the SAE

program (Barrick, et al., 1992). Students with special needs have profited from SAEs and receive benefits

similar to those of regular students, including the enhancement of social skills and establishment of fulfilling

career goals (Schwager & White, 1994).

Researchers have found a direct positive relationship between FFA membership and SAE

participation (Retallick & Martin, 2005; Talbert & Balschweid, 2004; Thompson & Shumacher, 1998; White &

Pals, 2004). SAEs have a positive economic impact in Missouri (Graham & Birkenholz, 1999), Iowa (Retallick

& Martin, 2004) and Georgia (West & Iverson; 1999), including a positive return on investment (where the

investment is teacher salary and travel, and the return is SAE income) for school districts in Iowa (Retallick &

Martin, 2004).

Although teachers and researchers have identified the need for SAEs and have learned that SAEs

have a significant impact on students and others, an SAE is not without its issues. Dyer and Williams (1997),

in a synthesis of research on SAE supervision, conclude that teachers are a key provider of SAE supervision

and that teachers, administrators and employers value the supervisory role of agricultural teachers in

conducting SAE programs. A need for increased positive communication between students, parents and

agriculture teachers regarding the significance of SAEs has been identified (Barrick, Hughes, & Baker, 1991).

Similarly, many researchers have concluded that agricultural education teachers’ attitudes and expectations

have a strong influence on SAE participation and quality (Clark & Scanlon, 1996; Dyer & Osborne, 1995;

Warren & Flowers, 1993). There is a perceived need to expand the concept and scope of SAEs to meet the

requirements of a more diverse clientele (Barrick, Hughes, & Baker, 1991; Graham & Birkenholz, 1999; Retallick

& Martin, 2004; Steele, 1993). Others have also identified a need for more in-service on SAEs (Dyer & Osborne,

1995; Graham & Birkenholtz, 1999; Ramsey & Edwards, 2004).

REFERENCES

Barrick, R. K., Arrington, L., Heffernan, T., Hughes, M., Moody, L., Ogline, P., & Whaley, D. (1992). SAE experience agriculture: A handbook on supervised agricultural experience. Alexandria, VA: National Council for Agricultural Education.

Barrick, R.K, Hughes, M., & Raker, M. (1991). Perceptions regarding supervised experience programs: Past research and future direction. Journal of Agricultural Education, 32(4), 31-36.

Camp, W.G., Clarke, A., & Fallon, M. (2000). Revisiting supervised agricultural experience. Journal of Agricultural Education, (41)3, 13-22.

Clark, R.W., & Scanlon, D.C. (1996). The effects of teacher attitudes and related factors on FFA proficiency awards won above the federation level. Journal of Agricultural Education, (37)2, 8-16.

Dailey, A.L., Conroy, C.A., & Shelley Tolbert, C.A. (2001). Using agricultural education as the context to teach life skills. Journal of Agricultural Education, (42)1, 10-19.

Dyer, J.E., & Osborne, E.W. (1995). Participation in supervised agricultural experience programs: A syntheses of research. Journal of Agricultural Education, (36)1, 6-14.

Dyer, J.E., & Osborne, E.W. (1996). Developing a model for supervised agricultural experience program quality: A synthesis of research. Journal of Agricultural Education, (37)2, 24-33.

Dyer, J.E., & Williams, D.L. (1997). Supervision of supervised agricultural experience programs: A synthesis of research. Journal of Agricultural Education, (38)4, 59-67.

Graham, J., & Birkenholz R. (1999). Changes in Missouri SAE programs. Paper presented at the 26th Annual National Agricultural Education Research Conference, Orlando, FL.

Hughes, M., & Barrick, R.K. (1993). A model for agricultural education in public schools. Journal of Agricultural Education, 34(3), 59-67.

National Research Council, (2000). How people learn: brain, mind, experience & school, Bransford, J.B., Brown, A.L., Cocking, R.R. (eds.), Washington, DC: National Academy Press.

Newcomb, L.H., McCracken, J.D., Warmbrod, J.R., & Whittington, M.S. (2004). Methods of teaching agriculture (3rd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.

Phipps, L.J., & Osborne, E.W. (1988). Handbook on agricultural education in public schools. Danville, IL: The Interstate Printers & Publishers, Inc.

Ramsey, J.W., & Edwards C.M. (2004). Informal learning in science: Does agricultural education have a role? Journal of Southern Agricultural Education Research, (54)1, 86-99.

Retallick, M.S. & Martin, R.A. (2005). Economic impact of supervised agricultural experience in Iowa: A trend study. Journal of Agricultural Education. 46(1), 45-55.

Retallick, M.S., & Martin, R.A. (2004). Agricultural education enrollment, FFA membership and SAE participation trends in Iowa: A longitudinal study. Paper presented at the 2004 AAAE North Central Region Agricultural Education Research Conference, West Lafayette, IN.

Steele, R. (1998). Analysis of the continuing decline in use of supervised agricultural experience (SAE) in New York State. Journal of Agricultural Education, (38)2, 49-58.

Stewart, B.R., & Birkenholz, R.J. (1991). Outcomes of changing supervised agricultural experience programs. Journal of Agricultural Education, 32(3), 35-41.

Talbert, B.A., & Balschweid, M.A. (2004). Engaging students in the agricultural education model: Factors affecting student participation in the National FFA Organization. Journal of Agricultural Education, (45)1, 29-41.

Talbert, B.A., Vaughn, R., & Croom, D.B. (2005). Foundations of agricultural education. Catlin, IL: Professional Educators Publications, Inc.

Thompson, G.W., & Schumacher, L.G. (1998). Selected characteristics of the National FFA Organization’s agriscience teacher of the year award winners and their agriscience programs. Journal of Agricultural Education, (39)2, 50-60.

Warren, R.J., & Flowers, J. (1993). The relationship between North Carolina secondary agriculture teachers’ use of time management practices and the quality of the supervised agricultural experience program component. Journal of Agricultural Education, (Fall), 68-75.

West, D., & Iverson, M. (1999). Economic impact of supervised agricultural experience program in Georgia. Paper presented at the 26th Annual National Agricultural Education Research Conference, Orlando, FL.

White, P.T., & Pals, D.A. (2004). The current status of supervised agricultural experience programs (SAE) in the Inland Pacific Northwest. Paper presented at the 31st Annual National Agricultural Education Research Conference, St. Louis, MO.

Why Have a SAE Program?

• Develop skills that can be used in getting a job

• Earn money

• Win FFA awards (FFA proficiency awards are based on your SAE)

• Develop skills to start your own business

• Obtain skills and knowledge that will be helpful in college

More Reasons for SAE!

• Learn more about possible careers

• Develop management skills

• Learn how to keep accurate records

• Advance in the FFA (FFA degrees are based on your SAE)

• Improve decision making skills

• Develop skills that can be used as a hobby or for recreation.

One More Reason for SAE!

It can make a profound impact in the lives of individual students.

Philosophical basis for SAE?

SAE is built on the philosophy of pragmatism - the worth of an idea (or what is true) is proven when it is tested in a real word setting.

(C. S. Peirce, William James and John Dewey are associated with the philosophy of pragmatism.)

“All genuine education comes about through experience.”

John Dewey

Experiential Learning

Psychological basis for SAE?

Maslow’s Hierarchy of Needs

– SAE fits into all levels of Maslow’s Hierarchy

Maslow’s Hierarchy of Needs

The educational basis for SAE

Dale’s Cone of Experience

Cone of Learning (Edgar Dale)

Doing the Real Thing

Simulating the Real Experience

Doing a Dramatic Presentation

Giving a Talk

Participating in a Discussion

Seeing It Done on Location

Watching a Demonstration

Looking at an Exhibit

Watching a Movie

Looking at Pictures

Hearing Words

Reading

Nature of Involvement

Passive

Active

Receiving/ Participating

Doing

Visual Receiving

Verbal Receiving

After 2 weeks we tend to remember...

10% of what we read

20% of what we hear

30% of what we see

50% of what we hear and see

70% of what we say

90% of what we say and do

Edgar Dale, Audio-Visual Methods in Teaching (3rd Edn.), Holt, Rinehart, and Winston (1969).

The educational basis for SAE

Stimulus-Response Learning Theory

Stimulus Response Reinforcement

Teaching SAE FFA programs

What is the legal basis for SAE?

The Smith-Hughes Act of 1917 (a federal law) required all students to have "directed or supervised practice in agriculture, either on a farm provided for by the school or other farm, for at least six months per year."

This law has since been amended. More later.

A teacher can require all students to have an SAE just as they require all students to do homework, take tests, and work in the agricultural laboratory. It is a part of agricultural education. The SAE can even be graded.

What Can Teachers Do?

Who’s Responsible?

At one time there was strict federal and state control over SAE. Today, the responsibility for the SAE program rests with the teacher.