A National Exploratory Study of the Adoption and Implementation of SAE for All

Jillian C. Ford; Misty D. Lambert; Travis D. Park; Joseph L. Donaldson; Barbara A. Fair

doi:10.5032/jae.v66i4.3256

Authors

Jillian C. Ford Auburn University https://orcid.org/0000-0003-4723-9919
Misty D. Lambert North Carolina State University https://orcid.org/0000-0001-8880-385X
Travis D. Park North Carolina State University https://orcid.org/0000-0001-7621-373X
Joseph L. Donaldson North Carolina State University https://orcid.org/0000-0002-9276-3747
Barbara A. Fair North Carolina State University https://orcid.org/0009-0001-3983-231X

DOI:

https://doi.org/10.5032/jae.v66i4.3256

Keywords:

SAE for All, Foundational SAE, Immersion SAE, SAE, Supervised Agricultural Experience, Work Based Learning

Abstract

Supervised Agricultural Experiences (SAE) are one of three major components of School-Based Agricultural Education (SBAE), but teachers have recognized many barriers to fully implementing them in their programs. SAE for All was adopted in 2015 and implementation resources were made available in 2017 to address these barriers. This study investigated SAE for All implementation on a national level and was framed by the diffusion of innovations theory. A Qualtrics survey was administered to all SBAE teachers in 32 states through their respective SBAE leaders, collecting 505 usable responses. Participants had students completing Foundational SAEs at the highest rates, with Placement and Entrepreneurship SAEs as the most conducted Immersion SAEs. Research SAEs were implemented in the smallest numbers, while over half of participants had School-Based Enterprise and Service Learning SAEs taking place in their programs. Participants also recognized a variety of resources available to implement SAEs, with the majority using resources they had available on campus. AET was the most utilized record book by participants. Data is also presented by AAAE region. Recommendations for continued adoption and implementation of SAE for All are provided and include student and teacher professional development for specific SAE for All categories, incorporation of SAE for All throughout teacher preparation programs, and developing additional resources for school-based SAE opportunities.

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