A Multi-State Evaluation of Agricultural Safety Learning through Secondary Students' Supervised Agricultural
Scott W Smalley1, Dustin K Perry2, Rebecca G Lawver3
1Department of Agricultural Education and Studies, College of Agriculture and Life Sciences, Iowa State University, Ames, Iowa, USA.
Highlights:
Five annual training topics were: Year 1) Tractor/Equipment Roll-Over Hazards, Year 2) ATV/UTV Operation Hazards, Year 3) Tractor/Equipment Operation Hazards, Year 4) PTO/Entanglement Hazards, and Year 5) Agricultural Machinery Transport Hazards Associated with Use on Public Roadways. To assess the influence of agricultural machinery safety training, student work-based, journal reflections were collected through the Agricultural Experience Tracker to qualitatively describe their production-based agricultural experiences. Most student journal entries focused on machinery operations.
Abstract:
The Supervised Agricultural Experience Safety Award program was launched with Montana, Utah, and South Dakota agriculture teachers. A combination of video conferencing and in-person training workshops were offered to school-based agriculture teachers in Montana, Utah, and South Dakota. Zoom webinar workshops were held with teachers during the COVID-19 pandemic. The five annual training topics included: Year 1) Tractor/Equipment Roll-over Hazards, Year 2) ATV/UTV Operation Hazards, Year 3) Tractor/Equipment Operation Hazards, Year 4) PTO/Entanglement Hazards, and Year 5) Agricultural Machinery Transport Hazards Associated with use on Public Roadways. To assess the influence of agricultural machinery safety training, students' journal reflections were collected through the Agricultural Experience Tracker. Students' production-based agricultural experiences were coded by USDA National Agricultural Statistics Service (NASS) Commodity Codes, describing students' safety reporting using Supervised Agricultural Experience (SAE) journal entries, and quantifying teachers' workshop participation. A total of 2,257 journal entries were reviewed from Montana, Utah, and South Dakota. A total of 760 unique student journal entries were associated with a teacher participating in the training program. Most student journal entries focused on machinery operations. A total of 49 journal entries specifically reported safety. A total of 203 journal entries recorded the use of tractors. A total of 160 agricultural production work entries (38.8%, n = 412) noted crop production as the agricultural production work experience. The results provide recommendations for developing an application model for translation using an FFA award structure.
