College Freshmen Perceptions of the High School CASE Experience


  • Kelsey Rae Sands Schramm Woodbury Central Community School
  • Scott W. Smalley Iowa State University
  • Michael S. Retallick Iowa State University



Curriculum for Agricultural Science Education, inquiry-based learning, problem-based learning


Inquiry-based and problem-based learning are teaching strategies that classrooms across the United States are utilizing. Many agricultural education programs have incorporated hands-on or experiential learning activities, not only to teach their students, but to allow students to develop different skills to be successful within the agricultural industry. This study focused on students’ perceptions of Curriculum for Agricultural Science Education (CASE). Leagans Major Elements in a Teaching-Learning Situation was the framework for this study. Students indicated through focus groups that hands-on experiences and activities worked well in allowing them to learn the curriculum. Students indicated a strength of the CASE curriculum was the objectives that guided the learning. Challenges students experienced were with equipment and instructions that were lengthy and wordy. Future research should focus on a larger audience in multiple high school CASE certified programs across the country as well as identify administrator’s perceptions of the benefits and challenges of CASE.


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How to Cite

Schramm, K. R. S., Smalley, S. W., & Retallick, M. S. (2022). College Freshmen Perceptions of the High School CASE Experience. Journal of Agricultural Education, 63(1), 1–12.




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