Vol. 52 No. 01 (2002)

The manuscripts in Volume 52, Issue 1 (2002) of the Journal of Southern Agricultural Education Research (JSAER) reflect a profession in transition, grappling with the integration of internet technology into teaching, research, and Extension, while also examining student motivation, industry workforce needs, and the effectiveness of new instructional approaches.

Technology Integration in Teaching and Research

• Traditional vs. Computer-Based Agriscience Instruction: A causal-comparative study of 152 Mississippi secondary students finds that students in traditional instruction score significantly higher on agriscience achievement tests than those in computer-based instruction across three of four units, recommending further research before computer-based methods are broadly adopted as replacements for traditional agriscience instruction.
• Texas Agriscience Teachers' Attitudes Toward and Adoption of the Internet: A correlational study finds that Texas agriscience teachers hold favorable attitudes toward all forms of information technology and perceive themselves in advanced stages of internet adoption, with computer anxiety, perceived importance, use outside the classroom, and home access all highly correlated with attitudes and adoption, concluding the Internet has reached critical mass among Texas agriscience teachers.
• Internet vs. Paper-Based Data Collection in Agricultural Education Research: An experimental study of 389 AAAE members randomly assigned to web-based or paper survey groups finds the two modes equally valid and reliable for data collection, though the traditional group achieved higher overall response rates while the web-based group produced dramatically faster early responses, proposing a W/PSDC mixed-mode model to achieve high response rates efficiently.
• Teachers' Perceptions of IT Workforce Factors in Mississippi: A three-round modified Delphi study of 24 agricultural science and biology/business teachers identifies 11 factors strongly agreed to affect Mississippi's information technology workforce, with training and equipment issues predominating, recommending increased emphasis on IT in both preservice and inservice programs and stronger business-school partnerships for on-the-job IT training.
• Asynchronous Leadership Learning Activity Assessment: A study at Texas A&M evaluating a computer-based, asynchronously delivered module on ethics and leadership styles finds that student reactions inform key elements for future development, including the importance of audio, graphics, and sound instructional design, recommending that technology-based leadership instruction be developed with careful attention to learner needs and delivery quality.

Extension Education and Stakeholder Needs

• Case Study of Stakeholder Needs for Extension Education: A qualitative case study of forestry stakeholders at an Oklahoma land-grant university finds significant communication barriers between faculty and constituents, Extension agents lacking forestry content knowledge, and technical documents inaccessible to non-specialist audiences, recommending simplified communication, expanded use of internet and email outreach, and field days to better connect research with stakeholder needs.
• Important Issues Facing Oklahoma Agriculture: A qualitative analysis of Oklahoma Agricultural Leadership Program participants identifies 17 themes centered on the need for greater agricultural literacy among elected leaders and the voting public, documenting how a chain of connecting variables — declining political support, consolidation, and aging farmers — threatens the viability of small farming operations, recommending these findings be used in agricultural education courses to explore systemic challenges facing rural communities.

Student Motivation and Middle Grade Programs

• Achievement, Affiliation, and Power Needs of Georgia Middle Grade Agricultural Education Students: A quantitative study using McClelland's motivational needs theory finds that middle grade Georgia agricultural education students have a higher need for achievement than affiliation or power, that no differences exist between FFA members and non-members, that female students have higher affiliation and power needs than males, and that African American students have higher achievement and power needs than other ethnic groups, recommending motivational considerations be incorporated into middle grade program design and FFA recruitment.

Livestock Programs and Industry Futures

• Retention and Recruitment of Junior Market Livestock Sale Buyers in Colorado: A study based on interviews with 1,440 past Colorado Junior Market Livestock Sale participants identifies three distinct buyer groups — lost, retained, and recruited — finding that belief in the program's positive youth impact drives retention while feelings of underappreciation and diminished youth responsibility drive loss, recommending appreciation programs and stronger communication of program outcomes to sustain buyer support.
• Characteristics of the Turfgrass Industry in 2020: A national three-round Delphi study of turfgrass industry experts achieves consensus on 32 content items essential for inclusion in agricultural education curricula, projecting a turfgrass industry in 2020 that demands higher levels of scientific, environmental, and business competence, recommending that agricultural education programs align their turfgrass curriculum with these emerging workforce and educational requirements.