Introducing a Precision Soil Conservation Curriculum: A Pre- and Post- Evaluation

Thomas H. Paulsen, Elena Polush, Taylorann K. Clark, Richard Cruse


The need for sustainable agricultural practices will not only be satisfied by reaching traditional farmers, but by reaching to all populations regardless of their agricultural background. The lack of agricultural literacy in secondary agricultural education has also been a concern in recent years, spurring the development of relevant and up-to-date curricula. This study focused on the implementation of a precision soil conservation curriculum focused on the impaired South Fork Watershed of the Iowa River in Iowa in high school agricultural education programs. Perceptions of the participant students’ attitudes and content knowledge acquisition related to soil conservation was assessed through pre- and post-assessments. It was determined that the curriculum positively impacted students’ attitudes towards the importance of soil and water conservation. Students’ mean content knowledge scores showed a statistically significant increase from pre- to post-assessment. It is recommended that many variables can determine the effectiveness of a new curriculum and that further student data be collected after large-scale implementation of the curriculum.


curriculum development; soil conservation

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