The purpose of this qualitative exploratory study was to examine how agriculture teachers implement supervised agricultural experience (SAE). A combination of focus groups and individual telephone interviews were conducted. Iowa agriculture teachers offered SAE because it is (a) a means of developing life skills, (b) a component of the FFA award system, and (c) theoretically, one-third of the agricultural education model. Although agriculture teachers were able to talk conceptually and theoretically about the benefits and value of SAE, they did not necessarily practice SAE in that manner. The method in which teachers implemented SAE programs varied considerably as did the means by which they conducted their SAE programs. Five factors were identified that limited SAE: (a) changing demographics and societal attitudes, (b) mechanics and structure of schools, (c) resource availability, (d) image, and (e) the agricultural education system. These findings would indicate that there is dissonance between (a) theory and practice, and (b) experience and learning of SAE. It is recommended that the purpose of SAE be further refined, communication regarding the value of SAE be increased among the stakeholders, creative and innovated approaches to SAE be explored, and the complete experiential learning model be incorporated into SAE programming.

The purpose of this study was to identify the agricultural education enrollment trends in Iowa using 15 years of data collected from 1991 to 2005. It was found that agricultural education enrollment, Supervised Agricultural Experience (SAE) participation, and FFA membership have grown. Using annualized growth rates, agricultural education enrollment (4.06%) grew more rapidly than SAE participation (1.65%) and FFA membership (2.39%). Although growth was realized in all three components, the widening gap between students who only enroll in agricultural education and those who also choose to participate in SAE and FFA is a concern. Increased female participation, 31.96% in 2005, accounted for much of the overall growth in total enrollment. SAE growth was attributed to increased participation in agriscience and agribusiness. The findings have implications for the profession's ability to put into practice experiential learning theory, the philosophical approach of agricultural education, local program development and management, and the future of agricultural education. FIFTEEN-YEAR ENROLLMENT TRENDS RELATED TO THE THREE COMPONENTS OF COMPREHENSIVE AGRICULTURAL EDUCATION PROGRAMS

The purpose of this study was to identify and describe experiences of undergraduate extracurricular involvement that result in increased leadership development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. Leadership development was conceptualized using the social change model. The Socially Responsible Leadership Scale (SRLS-R2) group scale was used to access leadership group values, and the Omnibus SRLS-R2 was used to measure the overall leadership construct. Ninety-six percent of respondents indicated they were involved in an extracurricular activity, including 21% in the Greek system, 95% in clubs and organizations, and 29% in competitive teams. Students who reported serving as an officer of a club or organization and students who reported spending more hours per week in extracurricular clubs and organizations scored significantly higher on both the SRLS-R2 group and an Omnibus SRLS score.

The purpose of this study was to describe the means by which early field experience (EFE) is implemented within the context of agricultural teacher education. A content analysis using course documents obtained directly from each program's teacher education coordinator was determined to be the most appropriate method to accomplish the purpose and objectives of this study. Thirty-eight of the 82 agricultural teacher education programs responded by providing 57 unique, usable EFE documents. The study found that the most common purposes articulated in these documents were career exploration and observation. Secondary purposes of EFE were instruction and assisting in the classroom. The primary activities to achieve the purposes of EFE were observation, practice teaching, and reflection. A major finding of this study was that over three-fourths of the programs refer to observation as both a purpose and an activity. It is recommended that teacher education programs develop EFE programs that go beyond exploration and, using the established professional EFE standards, require more than nonacademic, procedural-based activities. Programs could benefit from the development of EFE programs into a sound educational component focused on the application of professional and pedagogical knowledge and the development of critical reflection and higherorder thinking skills.

The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North Central Region of the American Association for Agricultural Education (NC-AAAE). The findings shed light on student teachers' perspectives regarding the relevance of student teaching activities. Student teachers considered the activities associated with the eight constructs in this study relevant or very relevant. Future research should determine if all teacher preparation programs require similar student teaching experiences. Little is known about how student teaching experiences are reviewed and how recommendations are handled at each teacher preparation institution. This study provides feedback to university agricultural education student teaching coordinators regarding the skills and activities student teachers believe are relevant to their capstone student teaching experience.

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This study examined the relationship between extracurricular involvement and leadership outcomes among traditional-age college seniors in the College of Agriculture and Life Sciences at Iowa State University. We collected data related to quantitative (i.e., how much time a student spends on an activity) and qualitative (i.e., how focused the student is on the activity) aspects of involvement in extracurricular organizations. We measured leadership, as an outcome, using the individual values scale of the Socially Responsible Leadership Scale (SRLS-R2). The number of clubs in which a student participated and served as an officer was associated with higher leadership scores. We identified a threshold of involvement that suggests the optimum number of clubs or organizations to be actively involved in is three to four.

The purpose of this study was to describe the nature of early field experience (EFE) in agricultural teacher education programs nationally. A descriptive census survey of all active agricultural teacher education programs in the country was used for this study. The fact that nearly all agricultural teacher education programs require EFE indicates that EFE is valued as an important component of teacher education programs. It was discovered that multiple early field experiences are required at multiple classification levels. The primary responsibility for EFE and the associated administrative tasks are placed on faculty within the agricultural teacher education program. Similarities regarding EFE requirements seem to end at broad, categorical levels. Most programs report having requirements; however, the means by which each program fulfills the requirements are considerably different. Teacher licensure, as well as state and national teacher education accreditation, influences procedural and minimum EFE requirements. This study provides the foundation for further research. Additional research is needed to identify the purposes and outcomes of EFE and determine the extent to which student learning occurs.