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Agricultural Literacy


<p>1. Continue developing an AITC baseline of knowledge and data. </p>
<p>2. Identify those specific components and practices (including pedagogical strategies and curriculum materials) which correlate with AITC measurable program success. </p>
<p>3. Determine the significant impacts (including agricultural literacy and academic achievement) of AITC measurable program success.</p>

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<p>NON-TECHNICAL SUMMARY:<br/> The future of agriculture rests in the hands of the ninety-eight percent of the United States population who are not from the farm. As fewer people are directly involved in production agriculture, public support of the industry becomes even more important (Elliot & Olson, 1995). Agriculturally literate people can make personally informed decisions about agriculture related topics such as food safety, genetic engineering and pesticides versus non-pesticide issues. Those without this basic understanding react without reason, frightened for themselves and their families. The resulting damage to the industry in not repairable (Tisdale 1991). Many of the issues and problems facing agriculture today are important to more than those persons who are employed by the industry. Food safety, soil conservation, and animal welfare are examples of issues which
directly affect agriculture, but are of serious concern to a broad range of citizens (Birkenholz, 1990).
<p>APPROACH:<br/> To continue utilizing the annual AITC on-line survey data to assemble trend data on the AITC programming. The initial baseline was established during WERA 207 where the committee found that there was limited AITC program data. The committee established a process to collect state data so trend analysis could begin. At this point in time only two year's of data has been collected. It is extremely important to continue this phase of the research. Most committee members will assist in providing data with Utah and Oregon as the leads. To continue posting all AITC research publications on the AITC website (Another product from the planning stages [WCC 106, WCC 207, and WERA 207] was the establishment of a central location to compile reports - Utah is the lead.):

Igo, Carl
Montana State University
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