MINNEAPOLIS/ST. PAUL — The demand for agriculture education programs is growing exponentially in classrooms across Minnesota.
In advance of National #TeachAg Day on September 19, Amy Smith, an associate professor in the College of Food, Agricultural and Natural Resource Sciences, answers questions about the current state of agriculture, food and natural resource (AFNR) education.
Q: What role does ag education play in classrooms across the state?
Smith: Ag education is the best kept secret in today’s educational system. Across Minnesota and the nation, it informs students, families and communities about topics like food safety, agricultural mechanics, agribusiness, fish and wildlife. This valuable, yet practical, knowledge is crucial for understanding and appreciating Minnesota’s economy and natural resources.
At more than 200 schools in Minnesota, approved agricultural education programs for grades 5-12 provide students with hands-on learning experiences that integrate STEM concepts, foster critical thinking and develop problem-solving skills. In some cases, these courses also fulfill requirements in science, art or economics — providing curricular options rooted in experiential and applied learning.
Q: How do these courses benefit students?
Smith: Agricultural education grows leaders, builds communities and strengthens agriculture. Perhaps the most widely recognized and most celebrated aspect is its integrated program model. As a hallmark of best practices in career and technical education, ag education programming not only consists of classroom and laboratory instruction, but also work-based learning opportunities through Supervised Agricultural Experience projects and social-emotional learning and leadership development through the National FFA Organization.
Each of the three integrated components are important as they teach students skills like communication, teamwork, problem solving, entrepreneurship, adaptability, digital literacy and work ethic — skills many employers say new graduates are missing. These three components ensure students are ready for college or careers after high school.
Q: Why is the demand for ag education growing?
Smith: The demand for, and interest in, agricultural education is impacted by several factors. Societal interest in food systems, sustainability and the environment has increased substantially in recent years, contributing to renewed and expanded engagement. There is greater awareness about the breadth of topics; people realize agriculture extends far beyond learning about livestock production and row crops. As such, new programs and additional teaching positions have popped up all over Minnesota, in urban, suburban and rural areas. Additionally, school leaders, parents and community members recognize the value of career exploration and technical skill development — both of which can lead to a variety of occupational opportunities after high school. Agricultural education fills a vital role for many districts desiring to offer robust, relevant and rigorous career and technical education opportunities, particularly at a time when teachers in other Career and Technical Education areas (such as family and consumer science education or trade and industry) face a critical shortage.
Q: Are there enough agriculture teachers to fill these critical roles?
Smith: Unfortunately, not even close! On a national scale, colleagues and I who facilitate the annual collection of national data found that 474 new positions and 223 new programs were added across the nation last year. Nearly 40% of the approximately 1,500 new hires were non-licensed or were completing an alternative licensure route. Closer to home, as the new school year starts in Minnesota, at least five districts have unfilled vacancies in School-Based Agricultural Education and many have hired individuals who have not yet completed teacher preparation in agriculture, food and natural resource education. What this means is that it is a great time to pursue an agricultural education degree and begin a rewarding career in a 5-12 classroom. An agricultural education degree by no means restricts your career options to teaching in a formal setting; many of our graduates pursue non-formal teaching opportunities in Extension, community agencies or agricultural industry organizations.
Q: What role does the U of M play in educating these future educators?
Smith: The University of Minnesota plays a major role in preparing future agricultural educators by offering an undergraduate program, graduate program and additional option for those pursuing teacher licensure. We are one of three institutions in Minnesota that offer an undergraduate degree, but the only institution that offers graduate coursework in ag education.
In addition to teacher preparation, ag education faculty and staff at the University of Minnesota support new and beginning teachers by coordinating the Minnesota AFNR Teacher Induction Program (TIP). This program, which began in the late 90s, is funded by a grant from the Minnesota Agricultural Education Leadership Council and provides year-long professional development and mentorship for those just starting out. TIP’s support and resources contribute to increased teacher retention between year one and two, a critical period for many educators. This helps ensure beginning teachers are well connected with and supported by their “Ag Ed family.”
Amy Smith is an associate professor in Agricultural Education, Communication and Marketing in the College of Food, Agricultural and Natural Resource Sciences. Smith is dedicated to preparing high-quality educators ready to teach across contexts and settings. She conducts research centered on teacher recruitment and retention in school-based agricultural education. Additionally, Smith serves as the Director of the Minnesota Teacher Induction Program (TIP) for agriculture, food, and natural resource educators.
