Learning by Doing through SAE: It Isn't as Easy as It Sounds!

Agriculture teachers believe SAE is the one piece of the agricultural education model that differentiates agricultural education from other career and technical education and academic programs (Retallick, 2010). Conceptually, SAE epitomizes experiential learning. SAE, a form of individualized, planned instruction (Barrick, et al., 1992), is used to apply the principles and concepts learned in the classroom to real-world situations (Newcomb, McCracken, Warmbrod, & Whittington, 2004). Experiential learning, in theory, occurs when a person reflects on an activity expanding their existing knowledge or understanding and uses that newly created knowledge or understanding in future experiences. A study, which sought to explore why agriculture teachers in Iowa do or do not use SAE instruction as part of their local agricultural program, was recently completed. The project evolved as a result of two earlier projects. The first project studied the economic impact of SAE in Iowa over an 1 1 -year period and concluded that SAE programs had a substantial economic impact on local communities (Retallick & Martin, 2005). One of the economic indicators was return on investment. From 1991-2001 , the average dollar returned through SAE per dollar invested in the local agriculture program was $1.66. A few years later, a second study focusing on the 15-year enrollment trends related to the three components of agricultural education (i.e., classroom instruction, SAE, and FFA) was conducted (Retallick & Martin, 2008). From 1991 to 2005, enrollment grew at an annualized growth rate of 4.06% while the actual percentage of students participating in SAE declined. In the early 1990's, over 85% of students enrolled in agricultural education reported having an SAE. By 2005, the SAE participation was approximately 55%. These findings were perplexing and lead to more inquiry. Although agriculture teachers profess that (a) there are three components to the agricultural education model; (b) SAE is an experiential learning component of the agricultural education program; and (c) experiential learning is a hallmark of the profession, we find fewer and fewer students participating in SAE. Why are agricultural teachers either incorporating or not incorporating SAE into their programs? How do teachers implement SAE into their programs? What factors limit SAE participation and are there ways to improve SAE? These questions lead to a research study using focus groups and telephone interviews of Iowa agriculture teachers (Retallick, 2010). The themes that emerged for each question were reported in a published research paper (Retallick, 2010) and are summarized below by question. Why incorporate SAE? * SAE teaches life skills (recordkeeping, record analysis, financial management, and money management) and enhances decision-making and employment skill * SAE is part of the FFA award system. SAE portfolios are needed for FFA degree advancement and proficiency awards * SAE is part of the comprehensive agricultural education model. Without it, agricultural education is just another program in the school system. How do teachers implement SAE? * SAE as a requirement. Some teacher required all students to have an SAE and other teachers required record books of only their FFA members. A few teachers made SAE optional and some didn't require SAE at all. * Incorporating SAE. Some teachers introduced SAE in their freshmen-level course and then regularly updated record books. Other teachers more intermittently updated record books, often at the end of a grading period. Some teachers used SAE recordkeeping as out of class homework. * Influenced by grading. Sometimes SAE was used as part of the grade and was evaluated on the extent to which the record book is up-to-date and its neatness. Some teachers used SAE as a midterm or final exam for a course. Yet, others used SAE as extra credit as a means to help students improve their grades. …