SAE Student Success Story #17 - Arizona

SAE is one of the most unique educational tools at our disposal as agriscience educators. SAEs have long standing impact on the lives of students. SAEs are not optional.

Story #17 – Arizona

Special Ed student living in inner-city Tucson(Freshman).  She was placed in our Ag program(Dumped), because after all we are not academic at all and most students usually succeed.  Student was mentally and physically Handicapped do to physical abuse inflicted by her  “drunk” father.  He  picked  her up and threw her against the wall because she was crying; when she was 9 months old.  Anyhow, this student had a little “Chihuahua “ dog and this was to be her SAE.  Mind you, this student had never been asked to do anything at all, because no one expected her to succeed at anything.  Well let me share with you the power of  SAE, FFA, and inclusion.  This student  was a 7 year student of our program raised 6 market lambs and sold at our county fair, learned and recited the creed at our parent-member banquet her senior year, and is now self sufficient and has a job-lives alone nonetheless!!!

Submitting Teacher: Mr. Jose Bernal

SAE Theorem #15 (Moore, 2003, The Agricultural Education Magazine)

Teachers should think outside of the box in regards to what constitutes a SAE program. In the early days of SAE, the federal official determined what constituted a valid SAE. Most of us are familiar with the “traditional” types of SAE such as entrepreneurship and placement. However, we should be open to other types of experiential learning activities. Conducting agricultural research or carrying out an in-depth investigation of an agricultural issues and preparing a series of newspaper articles or a video about the issue may be just as educational, if not more, than raising as show lamb.

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Succes Stories - Story #3 - Arizona

SAE is one of the most unique educational tools at our disposal as agriscience educators. SAEs have long standing impact on the lives of students. SAEs are not optional.

Story #3 - Arizona

Young lady named Katie is in our program and she lives in the city with not a lot of land. her parents are scraping by and need Katie to help pay the for college and her vehicles. Katie has really only the skills that she learned in the ag program so she decides to start a business marketing and selling metal insects that she learned to make in class. She spends her time outside of class designing and fabricating these items both in our shop and at home. She has made money to help pay for both her vehicle and her college (she wants to be an ag teacher). This SAE has also given her confidence and helped her grow closer to her dad who helped her on the project. I think this last part is the most important!

Submitting Teacher: Mr. Patrick Wellert

SAE Theorem #1 (Moore, 2003, The Agricultural Education Magazine)

All students should have a SAE. When the Smith-Hughes Act was passed in 1917, one of the provisions in the act required all students to have a SAE. Our founding fathers deemed it critical for the success of the agricultural program to have applied “Hands-on-learning”. SAE is recognized as one of the three major components of an agricultural education program. Students can learn much and benefit greatly from a SAE (Dyer & Williams, 1997)

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!