Vol. 57 No. 01 (2007)

The manuscripts in Volume 57, Issue 1 (2007) of the Journal of Southern Agricultural Education Research (JSAER) address building workforce readiness through curriculum alignment, strengthening beginning teacher preparation, expanding agricultural literacy in urban settings, and connecting agricultural education to public health and food safety.

Workforce Readiness and Curriculum Alignment

• Employability Skills Needed by Agriculture Graduates: A quantitative Borich needs assessment of supervisors of University of Missouri College of Agriculture, Food and Natural Resources graduates finds that working well with others, functioning in stressful situations, and the ability to work independently are the most important employability skills, while problem solving is the competency most in need of curriculum enhancement, recommending that colleges actively seek employer input to close the gap between what universities teach and what industry demands.
• Employer Assessment of Equine Program Competencies: A quantitative study of Arkansas Thoroughbred Breeders and Horsemen's Association members finds that positive work ethic, honesty, and hands-on abilities are the most valued competencies in potential employees, and that over three-fourths of respondents would prefer to hire a graduate of an equine science program, recommending curriculum adjustments to better align the University of Arkansas Equine Program with industry expectations.

Beginning Teacher Preparation and Mentorship

• Preparation and Mentorship of Kentucky Beginning Agriculture Teachers: A descriptive study of 31 first- and second-year Kentucky agricultural education teachers finds they feel most prepared to build a positive program image and least prepared in using advisory committees, completing proficiency award applications, and addressing students' personal problems, with experienced agriculture teachers serving as the most frequent informal mentors, recommending greater collaboration between preservice programs, state staff, and experienced teachers to address these persistent gaps.

Science Integration and Agricultural Literacy

• Mississippi AEST Teachers' Capacity for Teaching Science Process Skills: A quantitative study of 20 Mississippi agricultural, environmental, and natural resources science teachers attending a summer workshop finds that participants demonstrate a satisfactory level of ability in science integrated process skills and high self-efficacy for teaching science, while also finding that reflective learners have a higher capacity to teach science process skills than active learners, recommending tailored professional development that accounts for teacher learning style differences.
• Agricultural Literacy in Urban Students: A pre/post study of urban North Carolina students finds that completing an introductory agricultural education course significantly increased agricultural literacy, though scores remained low after the course, with the greatest gains in public policy literacy and least improvement in career-related literacy, recommending that state curriculum decision-makers revise introductory courses to include more affective domain competencies and develop middle school agricultural literacy courses.

FFA Career Development Events

• Demographic Variables and Performance in the National FFA Livestock CDE: A quantitative study of participants in the 2005 National FFA Livestock Career Development Event finds that years of livestock judging experience, prior judging experience, and 4-H livestock judging participation are the variables most strongly correlated with individual performance, while years of judging experience, gender, GPA, and cattle judging ability are significant predictors of team emblem placement, providing teachers practical guidance for CDE team recruitment.

Extension and 4-H Programming

• Competencies for Early-Career and Established 4-H Agents: A qualitative study of experienced 4-H agents in leadership roles finds that conflict management, communication, multitasking, volunteer management, and youth development are the most important competencies across career stages, with early-career agents drawing on internships and prior 4-H experience rather than the formal 4-H PRKC model, recommending a more practical and career-stage-specific approach to professional competency development.
• Successful Characteristics in State 4-H Foundation Fundraising: A quantitative study of 4-H foundation executive directors and trustees finds several significant correlations that positively affect fundraising success, deriving a fundraising model that can assist state 4-H foundations in navigating declining public funding by building stronger private development programs through engaged boards and evidence-based strategies.

Public Health and Food Safety Education

• E. Coli Knowledge Among Petting Zoo Participants: A descriptive and correlational needs assessment of 382 petting zoo participants at a regional fair finds that while 73% know hand washing prevents illness, participants have significantly lower knowledge of E. coli transmission, general bacteriology, and health implications, with prior FFA or 4-H involvement positively correlated with higher overall scores, recommending national replication of the study and development of targeted educational materials for petting zoo managers and promoters.