This study had a purpose to review the grade level curriculum standards for the GEAPP and factors contributing to the program such as collaboration with community stakeholders and other existing Agriculture entities such as Middle School Agriculture Education and High School Agriculture Education Programs, the National FFA Organization chapters,…

University agricultural educators are challenged to employ innovative approaches to prepare undergraduates in agriculture and natural resources to address complex global problems while understanding interconnected systems. Undergraduates, current members of Generation Z (Gen Z), prefer environmental sustainability and innovation, but solutions for…

SAE programs were designed as an integral component in SBAE. However, participation has continued to decline. This qualitative study examined exemplary SAE programs in rural SBAE to discover factors that were working in SAE development and implementation. Through focus groups, individual and informal interviews, and observations, two themes that…

One in four children in the state of Georgia is food insecure. In the city of Athens, 60 miles northeast of Atlanta, the number approaches one in three. More than 33 percent of residents have significantly limited access to healthy foods, living in areas of the city that the U.S. Department of Agriculture (USDA) has identified as food deserts.…

An outcome of a 1998 forum sponsored by the National Research Council was a recognition that topics related to food production and agriculture are excellent mechanisms for integrating science topics taught in the K-12 education system and for providing many avenues for inquiry based and project based learning. The engineering design process is…

This document contains 14 research paper presentations and 5 "mini-tips" from the 1998 American Vocational Education Research Association (AVERA) annual meeting. The first section includes three papers on international and distance education: "Determining Success of Vocational Students Enrolled in Distance Education Courses"…

Teachers must make persistent efforts in integrating technology in the classroom. In Georgia agriscience curriculum, no data are available regarding the type and amount of technology integration used in the classrooms. Some teachers integrate actively while others incorporate very little technology in their teaching. The purpose of this…