Entrepreneurship SAE Visit

 This week I had the opportunity to go on my first official Supervised Agriculture Experience (SAE) project visit. I couldn't have asked for a more perfect first visit, as the students' project mirrored my own project from high school: Market Dairy Beef Steers! It was very interesting to experience SAE's from the "teacher" perspective, and made me reflect on how influential my own Advisor was to my development. I loved being able to share some of my own experiences and offer advice, as well as see the students' apply knowledge they have learned in agriculture classes to their own projects. Below I will answer eight questions to summarize my visit. 

1. Who did you visit?

I visited two juniors who are currently enrolled in the Agriculture Business and Management course in the Ag Program. These students currently have two active SAE projects (Entrepreneurship - Dairy Beef and Foundational - Exploring Career Opportunities). This is their first year in this Entrepreneurship SAE, but they are jumping right in and taking an active role in trying to learn as much as they can to produce a quality animal for their fair at the end of the summer. 

2. Where did the visit occur? 

These students are keeping their project animals at their advisor's barns. In order to do this they each (and their parents/guardians) had to sign a contract that clearly outlined the student's responsibilities regarding the care of the animals and facilities. The students purchase their own feed, bedding, vaccines and the miscellaneous supplies, and go to feed the animals twice a day (once before school and once in the afternoon/evening). Luckily, the barns are located within close proximity to both the school and the students' homes so traveling to this location is not a burden on the students. 

3. What preparations did you make prior to the visit?

In preparation for the visit, we (myself and one of their advisors) had to schedule a time that worked for all parties. Additionally, I reviewed their record book entries in AET (an online platform used to track a student's time, finances and achievements in classroom and school projects), and made sure everything was up to date. We also took time to discuss any current concerns or questions that the student's had regarding their projects. Following this conversation we decided that the steers need ear tags and two vaccinations at this time, so their advisor agreed to pick these up for the students prior to the visit. 

4. What was the student's SAE program?

As I said before, both of these students are currently in an Entrepreneurship SAE for their Market Dairy Beef and a Foundational SAE which focuses on continuous career exploration throughout the years in agriculture classes.  For more information on Entrepreneurship SAEs check out this link.

5. How would you evaluate or rate the program? On what criteria? 

While I did not have a specific rubric to evaluate this project, I would give these students a 4/5. Their animals were in good health, their facilities were well managed/clean, their records were up to date and accurate, and the students were actively researching and asking questions to improve their projects themselves. Additionally, while we were there the students eagerly took charge and placed ear tags in their animals and administered two vaccines (through the nose and mouth of their animals). I was impressed by their dedication and enthusiasm. The only reason I did not give the students a 5/5 is because their is always room for growth and improvement. 

We did utilize a check list for the visit, which is pictured below. (Note: The degree and proficiency areas were discussed prior to the visit while reviewing student record books)  This serves as a record of our visit and we provide a copy to the students so they can look back at our comments to improve their projects and use the information to update their records. 

6. What recommendations were made for improvement?

As it is early in the project, I did not check showmanship or fitting techniques yet, however I suggested that the students begin taking more time to exercise the calves and get them accustomed to being led on a halter. Additionally, we discussed the calves eating habits and suggested that they find a higher quality milk replacer (one with higher protein and fat %), as well as start feeding a starter grain. Since these animals are for show, we discussed the justification for spending more money on higher quality feeds. We were also concerned about mice getting into feed or water damage on the floor spoiling it, so we suggested that the students buy a hard plastic storage tub and keep the feed bags in that. 

During the visit we also weighed the calves, using both a weight tape and digital scale. The students have continued access to the weight tape and can use it to track their steers' gains from week to week. 

7. What record books were being used?

These students, and all L-S students enrolled in an agriculture course, utilize the AET record system. The AET, or Agriculture Experience Tracker, is an online platform where students can create journal entries to log time in experiences and manage expenses/income for their projects. 

While both of these students have up to date records, I suggested that moving forward they focus on adding pictures to their journal entries and adding more detail to each description. This will benefit them if they choose to apply for proficiencies/ awards or record book contests in the future. 

8. How does the cooperating teacher "grade" the SAE program? 

Students receive a weekly grade (10 points) for their AET journal entries related to foundational SAE's from class and Immersion SAE project updates. Additionally, they are expected to complete and update their SAE plans in AET from year to year or as any changes occur. 

This visit really got me excited about pushing students to pursue agricultural projects outside of class. These students were passionate and fired up about learning new information about their animals, and it was great to see them put the knowledge and skills learned in class into practice. I am looking forward to my next visit in the upcoming months, and I hope to visit an internship/placement SAE project, as that is the most popular type of SAE project. 

Student using a weight tape to record current weight of project animal.

Students also used a digital scale to compare the accuracy of  their weight tape. 

Students placed ear tags in their animals to help identify them.

Students also administered two vaccines. After listening to instructions on how to use syringe and how to administer them, the students completed this task on their own. 

Student administering a vaccine through the calf's nose. (With a little help from their student teacher to restrain the calf.)