Expanding SAE: Exploratory Programs
LARRY R. ARRINGTON
The Agricultural Education Magazine, December, 1992,Volume 65 Issue 6, p. 13-15.

The lack of understanding of the American food and fiber system on the part of youth and the general public has been well documented in recent years. The newest type of supervised agricultural experience (SAE), exploratory programs, can assist in addressing this concern. An exploratory SAE program is a series of activities and/or projects designed to increase student agricultural career awareness and agricultural literacy. Students are supervised by agriculture teachers in cooperation with parents/guardians and other adults who assist students in the development and achievement of their educational goals.

Exploratory SAE programs are designed primarily for, but not limited to, middle school students. However, exploratory SAE programs can also be used by high school students for complementing entrepreneurship and placement programs.

There are two types of exploratory SAE activities, career exploration and agricultural literacy. Most exploratory SAE activities will incorporate some of both types of activities.

Career Exploration

The first type of exploratory SAE is designed to increase agricultural career awareness. According to the National Academy of Science report, Understanding Agriculture: New Directions for Education (1988), "neither students nor Americans in general have a realistic view of agriculture's scope, career possibilities, or involvement with scientific progress and the use of sophisticated biological, chemical, mechanical, and electronic technologies" (p. 22).

Middle school students, in particular, need to explore agricultural career possibilities. Most students make their initial career decisions in middle school. The exploratory SAE program can be an excellent technique to further expand career knowledge.

Exploratory SAE can also assist in addressing two other recommendations of the National Academy Report. First, exploratory SAE can help female and minority students become alert to agricultural careers, since both groups tend to be under-represented in agricultural occupations and professions. Secondly, exploratory SAE can address the need to emphasize professional agricultural careers to a greater degree, showing the connection between college preparation and agricultural leadership, business, and scientific occupations.

Exploratory SAE programs designed to increase career awareness might include interviewing agriscience personnel, mentoring or shadowing, and conducting hands-on activities related to an agricultural career. For example, a student interested in food processing might process an agricultural product to explore the knowledge and skills needed by workers in that industry.

Other examples of exploratory SAE activities that emphasize agricultural careers include:

• Preparing a paper on food science careers, including salaries and educational requirements.
• Interviewing the management and employees of an agricultural mechanics business and reporting on the types of decisions they make.
• Observing and/or assisting an electrician. Writing a college or university about careers offered in animal, soil, and plant sciences.
• Assisting on a horse farm for one day. Attending an agricultural career day. Collecting pictures from magazines and newspapers on opportunities in a specific agricultural career area.
• Collecting sample job applications from agricultural businesses.
• Taking a personal inventory test to determine occupations in which a student is interested.

The exploratory SAE program for developing agricultural literacy emphasizes increased knowledge about agriculture. It is comprised of a series of experiential learning activities designed to accomplish one or more of five objectives identified by Russell, McCracken, and Miller (1990):

1. Develop understanding of ethical and environmental issues related to agriculture.
2. Develop the ability to grow and care for plants and animals.
3. Develop understanding of the relation ship between agriculture and diet.
4. Develop an appreciation for agriculture's relationship to national and international economic and trade systems.
5. Develop an understanding of issues relating to agricultural policy of the federal government.

Exploratory SAE programs directed at agricultural literacy include activities in laboratories, greenhouses, businesses, and at home. Specific examples might include:

• Conducting an experiment.
• Developing a term paper on agricultural marketing.
• Growing a small garden.
• Touring an agricultural business.
• Reporting on the agricultural development of a foreign country over the past 50 years.
• Touring an agricultural museum.
• Interviewing a health official and reporting on ways that agriculture contributes to water and air pollution.
• Attending an agricultural field day and reporting on observations.
• Displaying different nails and/or fasteners.
• Visiting supermarkets and identifying the various types of retail cuts sold.
• Constructing a display of various plumbing fixtures.
• Going to a horse show and describing the different breeds represented.
• Presenting a speech or demonstration on floral design to another group.
• Charting the life cycle of different species of fish.

The teacher is the key to the success of the exploratory SAE program. The teacher's primary responsibilities related to conducting exploratory programs can be divided into these five areas:

• Assisting students in program selection
• Assisting students in planning the program
• Supervising
• Evaluating
• Coordinating with students, parents, and the community.

Selecting and planning an exploratory program includes two other important components. First, the teacher must determine what the minimum standards will be followed for the exploratory SAE program. How much time will the student be required to invest? Will there be a minimum number of activities required? What type of record keeping will be required? What percentage of the course grade will be determined by SAE?

Secondly, teachers must assist students in selecting the areas of agriculture in which they wish to work. This requires that teachers outline for students all units that will be taught.

Next, teachers must assist students in preparing a written list of exploratory SAE activities to be accomplished, including dates and types of assistance needed by the teacher, parent /gu ardi an, and others.

Supervision of exploratory SAE will be different from supervising entrepreneurship and placement programs. Less emphasis will be placed on individual on-site visitation, and more emphasis will be placed on group supervision and supervision through record keeping. Exploratory SAE records should be checked at least once per grading period.

Evaluation of exploratory SAE programs should be based upon accomplishment of the original planned activities, realizing that not all activities require the same amount of time and effort. One evaluation procedure would be the requirement of a minimum number of activities for each grade (e.g., completing five activities earns an A, three activities earns a B, etc.). Record keeping is always a key ingredient in evaluating the SAE programs.

The teacher's final responsibility related to exploratory SAE is to coordinate students, parents, and the community. The teacher will need to keep a list of potential sites where students can gain exploratory SAE experience. Annual surveys can be conducted to determine interest and willingness on the part of individuals and businesses to participate in the program.

The exploratory SAE program is not the only answer to the need to increase agricultural literacy and career awareness. However, it is another tool that can be used to address these needs.

National Research Council (1988). Understanding Agriculture: New Directions for Education. Washington, D.C.: National Academy of Sciences, National Academy Press.

Russell, E.B., McCracken, J.D. & Miller, W.W. Position statement on agricultural literacy. The Agricultural Education Magazine, 62(9), 13-14.