Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

Five scenarios are used to depict possible negative consequences of applying a bipolar tolerance model to gender and ethnicity issues in higher education. The ITAP model is proposed, which ranges from Intolerance to Tolerance to Appreciation to Proactive behavior. Strategic actions for appreciative and proactive behavior are recommended. (Contains…

Sustainable agriculture is a multidisciplinary approach to food and fiber problems. Its inclusion in the secondary curriculum would enrich and align it with social concerns. Research is needed in the scholarship functions of discovery, integrative approaches, and teaching. (SK)

Eight ways are suggested to prepare for graduate research: (1) assess professional experience; (2) understand the discipline; (3) review trends and priorities; (4) study requirements of positions; (5) identify mentors; (6) build a theoretical base; (7) practice good science; and (8) become a scholar. (SK)

Compares a soft system model of teaching with a hard systems model for learning, essential components of which are perception, memory, and concept formation. Proposes a combination of soft systems thinking and hard systems instruction as a scientific basis for the craft of teaching. (SK)

Analysis of the Journal of the American Association of Teacher Educators in Agriculture in 1986 and 1987 revealed that 84 percent of the articles were quantitative and 13 percent qualitative research. The positivistic approach dominates. However, other valid approaches are interpretive research and critical science, based on critical social…

Discusses the National Council for Vocational and Technology Education in Agriculture designed to foster creative and innovative leadership for the improvement and further development of the field. Stresses the importance of working with private sector agricultural producers and agribusinesses. (JOW)

Discusses the differences between the terms "vocational agriculture" and "agricultural education" and points out that they are used interchangeably to describe instructional programs in agriculture at the secondary level. Argues that agricultural education is much broader and more inclusive than the specific program termed vocational agriculture.…

Cooperative learning is a set of instructional strategies in which students are grouped in teams working together toward a common goal. Cooperative learning provides for student interaction in a way that dramatically increases discussion and critical thinking without sacrificing achievement. (JOW)

From a holistic, iconoclastic point of view, the article reviews dominant forces of the century and the state of agricultural education in agricultural colleges, public schools, and extension. States four imperatives for the future: focus on people, address the leadership crisis, recapture a creative role for science and technology, and reduce…

Nine strategies for agricultural education research are as follows: understand the discipline, have a focus, review priorities, develop a research program, build upon a sound theoretical base, engage in collaborative research, assign credit and responsibility, market findings, and evaluate the research program. (SK)

Guidelines for agricultural education faculty promotion/tenure include (1) assessment of institutional expectations (categorized by teaching or research institution); (2) documentation of teaching, personal attributes, advising, research, publications, committee and association work, time in rank, public service, and graduate student supervision;…

A conceptual model for agricultural education departments posits that teaching/learning is the central mission, it encompasses more than teacher preparation (e.g., extension, agricultural communications), the various parts of the department should contribute to the mission and be interrelated, and settings in which the mission is applied are of…

A model for public school agricultural education is based on changes in the agriculture industry, student population, society, education, and the workplace. Its three components are classroom/lab instruction, application (supervised agricultural experience and Future Farmers of America), and employment/additional education and career (including…

Principles for the future of agricultural education include the following: free public education; schools for education, not indoctrination; centrality of students; practical application of agriscience; entrepreneurship, decision making, and problem solving; leadership; and community-based programs. (SK)