scholarly journals Perceived factors that influence the success of vertical transfer students in agricultural education: A Delphi study.

2019 ◽  
Vol 60 (3) ◽  
Author(s):  
Tera Howerton ◽  
Christopher Clemons ◽  
James Lindner
Keyword(s):  
Transfer Students ◽  
Agricultural Education ◽  
Delphi Study ◽  
Vertical Transfer

scholarly journals Stakeholder-Identified Barriers, Challenges, and Obstacles in Community Gardens

EDIS ◽  
2018 ◽  
Vol 2018 (2) ◽  
Author(s):  
Susan Webb ◽  
John M. Diaz
Keyword(s):  
Agricultural Education ◽  
Delphi Study ◽  
Community Gardens ◽  
Vital Role ◽  
Extension Agents ◽  
Community Members

Florida Extension agents play a vital role in assisting community members to start and sustain community gardens through site visits, workshops, and educational events. This 3-page document discusses the results of a Delphi study conducted in order to create a picture of the barriers, challenges, and obstacles to starting and sustaining community gardens in Florida. Written by Susan Webb and John Diaz and published by the UF/IFAS Department of Agricultural Education and Communication, March 2018. http://edis.ifas.ufl.edu/wc301

scholarly journals Navigating Vertical Transfer Online: Access to and Usefulness of Transfer Information on Community College Websites

2019 ◽  
Vol 48 (1) ◽  
pp. 3-30
Author(s):  
Lauren Schudde ◽  
Dwuana Bradley ◽  
Caitlin Absher
Keyword(s):  
Community Colleges ◽  
Transfer Students ◽  
Imperfect Information ◽  
Online Information ◽  
Vertical Transfer ◽  
Face To Face ◽  
Study Approach ◽  
Ease Of Access ◽  
College Websites

Objective: To transfer, students often must navigate complex and imperfect information about credit transfer, bureaucratic hurdles, and conflicting degree requirements. This study examined how administrators and transfer personnel think about institutional online transfer resources and examined community colleges’ online transfer information. Methods: For a sample of 20 Texas community colleges, we spoke to key transfer personnel about the information provided to students and reviewed college websites, assessing the ease of access and usefulness of online transfer information. We used a qualitative case study approach to triangulate findings from our data sources. Results: Approximately two thirds of colleges in the sample fell below the highest standard on our rubric for either ease of access or usefulness, indicating room for improvement at most institutions. Many personnel recognized the strengths and limitations of their college’s online information, though several were ambivalent about the need for improving online information, arguing that online information is not as promising an intervention as face-to-face advising. Conclusion/Contributions: Our research illustrates the need for colleges to develop and update their online information intentionally, determining which information students need to transfer (including transfer guides for partner programs/colleges) and how students might search for that information, and ensuring that necessary transfer information is available and up to date. The framework provided by our website review approach, coupled with a proposed rubric to assess ease of access and usefulness of transfer information, may guide institutions in their evaluation of their online transfer information.

Predictors of Economically Disadvantaged Vertical Transfer Students' Academic Performance and Retention: A Scoping Review

2021 ◽  
pp. 152102512110311
Author(s):  
Neshat Yazdani ◽  
Leigh S. McCallen ◽  
Lindsay T. Hoyt ◽  
Joshua L. Brown
Keyword(s):  
Academic Performance ◽  
Transfer Students ◽  
Postsecondary Education ◽  
Scoping Review ◽  
Education System ◽  
Economically Disadvantaged ◽  
Bachelor's Degree ◽  
Future Research ◽  
First Year ◽  
Vertical Transfer

Approximately 30% of students who enter the postsecondary education system do so through 2-year colleges. The majority of these students intend to earn a bachelor's degree, but most leave college before earning a diploma from a 4-year institution. The discrepancy between bachelor's degree aspirations and degree attainment rates of students who enter through 2-year colleges suggests that vertical transfer students—those who transfer from 2- to 4-year colleges—face unique obstacles to academic performance and retention that affect their likelihood of earning a bachelor's degree. Similar barriers exist for economically disadvantaged students, who may be more likely to enter the postsecondary education system through 2-year colleges. This scoping review synthesizes the literature on factors influencing economically disadvantaged vertical transfer students' academic performance in the first year posttransfer and retention between the first and second year posttransfer. Implications for 2- and 4-year institutions and recommendations for future research are discussed.

scholarly journals Identifying Tennessee school-based agricultural education student growth and program accountability metrics

2021 ◽  
Vol 2 (2) ◽  
pp. 86-96
Author(s):  
Ashton Street ◽  
Christopher Stripling ◽  
John Ricketts ◽  
Nathan Conner ◽  
Christopher Boyer
Keyword(s):  
Agricultural Education ◽  
Delphi Study ◽  
Value Added ◽  
Student Growth ◽  
Education Student ◽  
Modified Delphi ◽  
School Based ◽  
Primary Focus ◽  
Program Accountability ◽  
The Individual

Over the years, accountability in education has transformed from the primary focus being the school as a whole to the individual teacher. The purpose of this study was to determine the metrics Tennessee school-based agricultural education teachers perceive as indicators of excellent total programs (classroom instruction, FFA, SAE), and a modified Delphi study was used to seek a consensus. The following nine metrics were retained: (a) pesticide certification, (b) program of activities, (c) number of students participating in CDEs, (d) chapter community service hours, (e) total number of FFA activities, (f) number of CDEs coached, (g) at least one proficiency at regional level, (h) one American degree every 3 years, and (i) percentage of students with SAE. Overall, the metrics agreed upon are narrow in focus and all but one is a record of activity and not direct measures of students’ knowledge or skills. As a result, the measures do not include student growth or value-added scores or authentic assessments of 21st century skills. Additional research is needed to further investigate the metrics that should be used to measure a school-based agricultural education program’s success in Tennessee and across the nation.

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