Confessions of Ag Teacher Educator - Episode 14: Felt Need w/ Neil Fellenbaum

SAE Student Success Story #21 - Pennsylvania

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 #21 – Pennsylvania

We had a student who lived on a small farm with horses, but had absolutely no interest in horses being his SAE project.  We directed him towards Agriscience (which is out go-to around here).  The next thing that we knew, he was at Penn State working with a professor in the Meats Lab working on a meat tenderizing experiment.  He went onto to win Best of Show at the Farm Show that year.  He participated in the National Agriscience Fair 3 times, was named the State Star in Agriscience last year and now is at the University of Maine majoring in Wildlife Veterinary Sciences. 

Submitting Teacher: Ms. Krista Pontius

Four (9-12) of Sixteen SAE Best Practices (The Council, 2012)

9.      Programs differ between students studying in agriculture and those studying about agriculture

·         Career exploration for students studying about agriculture

·         Experience and instruction in agriculture for those studying in agriculture

10.  Instructor prepared for and supportive of experience programs

·         Teachers define SAE that is appropriate for school and community

·         Teachers must be adequately prepared to teach the SAE component of the agriscience program

11.  Approved by school administration

·         SAE programs must be ethical/legal/within school policy

·         Administration should be involved in local decisions regarding SAE policies

12.  Supported by program advisory committee

·         Industry board/feedback should help guide standards

·         Local business/industry should be involved in local decisions regarding SAE

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 Success Story #20 - Pennsylvania

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 #20 – Pennsylvania

A male freshman student takes on a SAE project dealing with the work involved with an excavation business.  Continues with his SAE throughout his high school career.  Participates in a work release experience during his senior year of high school.  Graduates from high school and becomes part owner of this excavation business and is a member of the Central Columbia Ag Advisory Council. 

Submitting Teacher: Mr. Doug Brown

Four (5-8) of Sixteen SAE Best Practices (The Council, 2012)

5.      Evidence of skill/competency/knowledge/expertise development

·         Should measure student skill learning and development

·         Develop knowledge/skills that relate to content standards, including technical as well as business skills

6.      Related to state-approved agricultural content standards

·         Teachers must determine and maintain standards where no state standards exist

·         Should be connected to agriculture content standards and career clusters

7.      A part of the curriculum, extending beyond classroom and laboratory instruction

·         SAE is application of what’s taught in class – extension of the classroom

·         Should be supported by curriculum/instruction

8.      Required of all students

·         100% student participation in experiential learning program and recordkeeping

·         Experience program part of instructional program and therefore must be graded

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 Success Story #15 - Pennsylvania

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 #15 – Pennsylvania

I’ve found success in coordinating something the student is already doing into their SAE.  The freshman boy that had just joined the fire company and didn’t really want to do an SAE project book – found success when we made his contributions to the fire company his SAE.  He was excited to journal all the activities he was involved in, fundraisers he helped with, trainings he attended and calls he went on.  Excitement about his junior firefighter award.  His program grew as he decided to become a first responder and then an EMT.  Training hours grew and so did his involvement in his fire company.   I suggested we fill out a proficiency for Home and Community Development.  I told him I was pretty confident that he would win at least $25 by being a state finalist because there wasn’t much competition in that category – he agreed.  He became the state winner – and was selected as a National finalist!  He was beat out at Nationals by a new National officer. 

Submitting Teacher: Ms. Raylene Russell

SAE Theorem #13 (Moore, 2003, The Agricultural Education Magazine)

A training plan is crucial for internship (placement) types of SAE. A training plan identifies specific skills the student is to learn on the job. This is important in that insures the students will learn a variety of skills and will not get stuck performing one single task all year long. The employer, student and teacher need to be involved in developing the training plan. This is in addition to the training agreement mentioned earlier.

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 Success Story #13 - Pennsylvania

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 #13- Pennsylvania

A female freshman student takes on a SAE project dealing with beef cattle and the business end of ag production.  Attends Governor's School for Ag Sciences concentrating on Ag Business the summer of her junior year.  Completes her project during her senior year and applies to PSU.  She is accepted into the Ag Business major and graduates from PSU and becomes the Lebanon County Director of the Farm Services Agency. 

Submitting Teacher: Mr. Doug Brown

SAE Theorem #11 (Moore, 2003, The Agricultural Education Magazine)

FFA Proficiency Award Applications should be given to students at the start of their SAE. The FFA Proficiency awards program services as a powerful motivator for students. In order for this motivation al tool to work, students need to be aware of the proficiency award program when they first learn of SAEs. This can develop into a symbiotic relationship. When students see what type of information is called for in the award application, they will be driven to implement “approved practices” in the SAE program which will result in a higher quality SAE and higher quality proficiency award applications.

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 Success Stories - Story #8 - Pennsylvania

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 #8- Pennsylvania

A male freshman student takes on a SAE project in grain and beef production, also has an interest in the changing world of farming equipment.  Continues the SAE and conducts his own research on farming equipment.  Attends Governor's School for Ag Sciences at PSU during his junior year of high school.  The Fall of his senior year he applies to Cornell University and is accepted into their animal science program.  Applies for Outstanding Ag Science student in PA and is awarded that honor due to his SAE and research on large bales and their feeding to beef cattle.  Attends Cornell and earns a degree in Animal Science and Ag Education and now operates a beef & grain operation and has taught Ag Education in PA at Central Columbia for 15 years. 

Submitting Teacher: Mr. Doug Brown

SAE Theorem #6 (Moore, 2003, The Agricultural Education Magazine)

Records should be kept on SAE. The research literature indicates one of the greatest benefits of having a SAE program is learning how to keep records. No matter what one does in life, record keeping is an important skill. Therefore, accurate and complete records should be kept on the SAE.

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 Success Stories - Story #6 - Pennsylvania

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 #6 - Pennsylvania

A male freshman student lives in town, however has farm production experience due to his grandfather owning and operating a family dairy operation.  He decides to start a turf and landscape maintenance operation with a few lawns.  During his high school career, this operation takes on more lawns, begins to design landscapes, repairs previously installed landscapes and begins to hire 2 to 3 other employees.  Applies to PSU, WVU and Ohio State decides to attend PSU in Ag Education due to his father being in that career for 40 + years.  During his senior year, obtains his Keystone Degree and is awarded the State Star in Agribusiness due to his SAE where he made pretty good money for the time (1980's).  Attends and graduates from PSU to obtain a career in Ag Education at Central Columbia in which he has been with for 22 years. 

Submitting Teacher: Mr. Doug Brown

SAE Theorem #4 (Moore, 2003, The Agricultural Education Magazine)

Students should develop a preliminary plan and budget for their SAE program. Students may have grandiose ides and plans regarding their SAE programs, but they may not be realistic. Time should be spent where the students outline what they plan to do, identify the resources required, estimate the time involved, determine when critical tasks need to be performed, and look at the financial aspects of the proposed activity.

 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 Success Stories - Story #4 - Pennsylvania

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 #5 - Pennsylvania

I had a student who was with me from 7th grade to 12th grade. He came from a small, successful family dairy farm but he wanted to do something in Wildlife as a career and was adamant about not going to college.  Despite his wildlife interest, his SAE projects were  first on a purebred dairy heifer and eventually his dairy herd:  calves that he had been given as gifts by his dad and grandpa that eventually went into the milking string.  Through class activities he became very good at judging dairy cattle, and eventually made connections to get some good Holstein and jersey bloodlines for his herd.  I'll never forget the day he told me he had decided to go to Penn State to pursue ag business/dairy production!   I was so excited!  He completed his 2 year degree,  and was one of the first from his high school to receive his American Degree in over 20 years!  He returned to the farm,  Granddad is retired, and now my student is assuming a lot of the day to day decision making for the farm along with his father.  His goal is to develop top quality Holstein bloodlines that he can market to other dairymen.  His daily Facebook posts regarding life on the farm show me that he is where he wants to be, and making strides towards his goal.  

Submitting Teacher: Ms. Ann Meyer

SAE Theorem #2 (Moore, 2003, The Agricultural Education Magazine)

Instruction should be given about SAE. One of the reasons students may not readily embrace having a SAE is because they do not know why they should have a SAE. The teacher should spend 3-5 days early in the courses in which new agricultural education students are enrolled teaching about SAE and why it is important. More detailed instruction should follow at a later date.

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

Dr. Foster