Agricultural Education electronic theses and dissertations (MU)
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The items in this collection are the theses and dissertations written by students of the Department of Agricultural Education. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Columbia. Click on one of the browse buttons above for a complete listing of the works.
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Item Describing retention of agriculture teachers in Illinois by the numbers(University of Missouri--Columbia, 2025) Jesse, Faber; Jon, Simonsen; Tummons, JohnAgriculture is a fundamental piece of civilization. By the very nature of agriculture practice, agriculture practice traces back to the very earliest cultures. Advancements in agriculture technology and practice correspond to advancements in civilizations as a whole. The industrial revolution spurred a decrease in the percentage of people tied directly to the production of agricultural products. With the need to advance and innovate in agriculture there was a rise of agricultural societies, agricultural expositions, and agriculture in education. The rise of agriculture in education created a rise of the agricultural education profession. This profession has changed and progressed with the ever changing world of agriculture. In 2014 there were 381 school based agricultural educators in Illinois. A challenge that is seen across education is the rate at which teachers leave the profession, this phenomenon was also seen in agricultural educators as a sample. The shortage of agricultural educators is a challenge and teacher retention appears to a component of that shortage. The purpose of this study was to explore what impacts retention of school based agricultural educators in Illinois. The variables included in the model were: years of experience, type of teaching license, gender, and type of program (single or multi teacher), by year from fiscal year 2014 to fiscal year 2021. Beginning in fiscal year 2018, the Three Circles (FFA & SAE) Grant was established and funded by the Illinois General Assembly and Illinois State Board of Education, and included in the final four years of this study. The Three Circles (FFA & SAE) Grant supports extended contracts equivalent to sixty days of additional compensation for school based agricultural teachers. The population was all school based agricultural educators in Illinois from fiscal year 2014 (N = 371) through fiscal year 2021 (N = 434). The data utilized was collected by the Illinois State Board of Education through the Facilitating Coordination of Agriculture Education annual reporting processes. The data was acquired as public information and aligned describing individuals. The researcher utilized the Chi Square Test of Independence to analyze the data. Descriptive statistics were utilized to describe the population of agricultural educators by year in the study. Through the eight years, the mean and median years of teaching experience decreased. The rate of retention increased as did the number of school based agricultural teachers. Both in number and percentage of female teachers, teachers in multi teacher programs, and non-traditionally certified teachers increased over the period of this study. After the first four years of the study, the Three Circle (FFA & SAE) Grant was introduced, over the final four years of the study, participation in the grant increased substantially. The analysis of interactions of variables indicate that the model was significant in explaining teacher retention. When variables were analyzed by year, there was inconsistency in the relationships being explained by the model. Interactions across Block 1, interactions between two variables, could be explained by the model in seven of the eight years. As the number of variables in the interactions were increased in blocks, the ability to be explained by the model was less likely to be achieved. Block 5 could be explained by the model in one of four years and Block 4 could be explained in two of eight years. With the addition of variables degrees of freedom were increased and there was an observed decrease in predictability. The Chi Square Omnibus Test was determined to be explanatory in seven of the eight years. These results suggest that the difference between stayers and leavers can be explained utilizing the model that we created with the variables: gender, years of teaching experience, single/multi-teacher program, type of teaching license, and Three Circles (FFA & SAE) Grant participation. This combination of factors significantly explained teacher retention in this time frame. Recommendations include strengthening professional development and advanced degree programs with a focus on our non-traditionally certified agriculture teachers. Focusing on multi-teacher programs by striving to understand the dynamics in these programs because research suggests that workload and mentoring are important factors in teacher retention; yet, being in a multi-teacher program was not a significant factor. Additional work in this space could yield positive impact. Additional recommendations also include continuing to grow programs focused on teacher retention and continue to explore compensation programs. A shortage of agriculture teachers continues to be a concern in Illinois. The longitudinal look at the data described how the profile of agricultural educators in Illinois changed over a period of time. The model suggests that the difference between stayers and leavers can be explained. The comparison of relationships between years shows inconsistent relationships year to year. Overall, even as the number of agricultural educators expanded considerably over eight years, the number of leavers did not.Item Paths to agriculture : exploring the motivations behind choosing a farming lifestyle(University of Missouri--Columbia, 2025) Pierce, Michael; Mott, RebeccaSmall-acreage farming is increasingly relevant as regions undergo urbanization and demographic shifts, creating significant barriers for new farmers. Despite these economic challenges, this study explores the deeper, often existential motivations that drive individuals to pursue commercial farming in Yavapai County, Arizona. Employing Heideggerian phenomenology, this qualitative research investigates how first-generation small-acreage farmers experience and interpret their roles and decisions. Data was gathered through in-depth, semi-structured interviews conducted in farmers' agricultural settings, supplemented by follow-up discussions via Zoom. Participants included three purposively selected first-generation small-acreage commercial farmers, two met the USDA definition for beginning farmers (farming for ten years or fewer). Data analysis followed phenomenological methodology, identifying significant statements and clustering these into meaning units to represent core aspects of participants' lived experiences. The study revealed ten primary meaning units: resilience in the face of adversity; constant financial uncertainty; providing food as a moral imperative; the all-consuming nature of farming; meaningful solitude in daily tasks; administrative obligations; a strong sense of identity and belonging; a stewardship-driven connection to the land; isolation and loneliness as social costs; and hope for legacy and future generations. Findings indicate that personal fulfillment, community care, environmental stewardship, and existential purpose outweigh economic motivations, underscoring farming as an identity-defining and intrinsically rewarding pursuit. This research contributes essential insights for agricultural educators, policymakers, and support organizations to design responsive programs that address new and beginning farmers' existential realities and intrinsic motivations to foster long-term agricultural sustainability and community resilience.Item Attitudes of genetic modified organism technology among undergraduates(University of Missouri--Columbia, 2025) Flick, Kaitlin; Tummons, JohnAs the agricultural industry adapts new technologies to increase the food supply, consumers have expressed an increased concern about the safety of their food. Consumers have more choices on how their food was produced and how they chose to select their food products. Marketing for organically raised, naturally raised food and NON-GMO has increased over the years. Many consumers are hesitant to purchase GMO foods and question the safety it has. This study measures the factors contributing to an undergraduate student's ability to accept or reject GMO technology. Researchers conducted a simultaneous multivariate regression to determine to what extent differences in sex, farm experience, major, college ag coursework, science and biotech knowledge, and class size explain differences in attitudes toward the scaling of acceptability and active support or rejection of GMOs among undergraduate students. For scaling of acceptability, researchers accounted for statistically significant (adjusted R2=0.164) proportions of variation in the dependent variable. The predictor variables of farm experience, genetics knowledge, and biological science credits accounted for significant (p < 0.05) proportions of variance in the scaling of acceptability. For active support or rejection, researchers accounted for statistically significant (adjusted R2=0.124) proportions of variation in the dependent variable. The predictor variables of farm experience and genetics knowledge accounted for significant (p < 0.05) proportions of variance in the active support or rejection of GMOs. Among the variables tested, researchers concluded genetics knowledge was the strongest predictor of active support or rejection of GMO technology, with a medium effect size (Davis, 1971). Farm experience and genetics knowledge were the strongest predictors of positive attitudes toward GMO scaling of acceptability, both with a small effect size (Davis, 1971).Item What is the meaning of school-based agricultural education to students with mild to moderate disabilities?(University of Missouri--Columbia, 2025) Mullins, Javonne Grace; Simonsen, Jon; Mott, RebeccaSchool-based agriculture education (SBAE) has long embraced an experience-based, "learning by doing" philosophy as the basis for its programs, with the goal of developing capable thinkers, problem-solvers and life-long learners ready to enter a wide variety of agricultural careers. Today, due to these foundational philosophies, SBAE programs are popular among students with disabilities. However, prior research examining the individual experiences and meaning behind those experiences for students with disabilities who completed a SBAE program is limited. The purpose of this study rooted in hermeneutic phenomenology was to examine and interpret experiences held by students with a mild to moderate disability who were actively involved in a school-based agricultural education program. Specifically, this study answers the question, "What does it mean for students with mild to moderate disabilities to participate in SBAE programs?" Following van Mannen's approach to hermeneutic phenomenology, this study examined the meaning of lived experiences through in-depth interviews, artifact elicitations and observations. Texts were reviewed by an interpretive team of researchers to extrapolate meanings and distinguish patterns among the participants' experiences in all facets of SBAE: classroom/laboratory, FFA and SAE. Two patterns were illuminated, both relating to each other and paradoxical in nature: a) Striving for Independence; and b) Relying on Support. Participants shared the importance of engaging in group activities with peers, forming friendships, and developing new skills in fostering independence and building a sense of autonomy. Stories told, and artifacts presented by participants illustrate perceptions of personal growth in independence related to the phenomenon of experiencing SBAE programs while living with a mild to moderate disability. However, participants also shared experiences that included a balance between participation in activities with as little assistance as possible and requesting or taking support as needed. Unique supports tailored to participants' individual needs were shared, that at first glance appear to oppose independence. However, this balance of support stemming from SBAE teachers and parents often helped participants achieve greater personal levels of independence. It was also discovered, however, that in some ways parents, particularly mothers, hindered self-reliance through their advocacy and over-protectiveness of their children within their SBAE programs and lives outside of high school. Patterns highlighted in this study add to the limited body of research on the experiences of students with disabilities in SBAE. Stories and experiences shared by the participants in this study can be used to inform teachers and teacher educators of potential strategies, methods and dispositions that may be beneficial to students with disabilities. It may also offer insight into additional needs held by students with disabilities and provide readers with an openness to become more inclusive in their attitudes and actions. Lastly, this study may spark additional inquiries and research developed to examine personal experiences and meanings of involvement for students with disabilities in SBAE programs.Item The role of critical thinking in explaining students' academic success in undergraduate animal sciences programs(University of Missouri--Columbia, 2024) Twenter, Hannah Marie; Tummons, JohnThe purpose of this study was to determine to what extent differences in critical thinking skills explain a difference between predicted and earned GPAs for first-time animal sciences students at a Midwestern land-grant university. The target population for the study was first-time college students enrolled in animal sciences. The accessible population consisted of first-time college students enrolled in the fall of 2023 (N = 135) and students enrolled as first-time college students in animal sciences in during the fall 2014 - 2019 semesters (N = 690). The researcher utilized the California Critical Thinking Skills Test (CCTST) to evaluate the critical thinking skills of students enrolled in the fall 2023 semester and collected data from the student information system at the study institution to explore students' academic achievements their first semester in their STEM courses as well as their overall GPAs in comparison to their predicted GPAs. An overall response rate of 87 percent (n = 118) was achieved in this study. The students evaluated in this study fell below the national average in critical thinking skills. The findings indicated that higher critical thinking skills do not explain a significant difference between predicted and earned GPAs beyond the current prediction model. Current and previous animal sciences students, on average, did not achieve their predicted GPAs, in their STEM courses nor with overall GPA. This shortfall suggests that the current model, which relies on high school GPAs and standardized test scores, did not accurately predict performance in the evaluated student cohorts. Given this large shortcoming in academic success, there is room for improvement in the current prediction model used for students majoring in animal sciences at the study institution. The model's accuracy may be further complicated with the future removal of the science portion of the ACT, making it even more important to identify the additional factors that predict student achievement. Students in animal sciences come from diverse backgrounds, ranging from rural to urban upbringings, with varying degrees of livestock experience. Some students may find the scientific content difficult while others may struggle with the applied learning of animal handling and management in the animal sciences program. Accurately predicting students' academic achievement is important to help academic advisors in the animal sciences program create first-semester schedules better suited to the student's ability. Additional research could continue to improve the accuracy of prediction models used for first-time college students in animal sciences. Future research should explore additional factors influencing academic achievement, including socio-economic status and college readiness, to develop a more accurate predictive model.