Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Agriculture Science Alumni Survey 2008
Melissa Kastle 6/10/2008
2 | P a g e
TABLE OF CONTENTS
TABLE OF CONTENTS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 2
INTRODUCTION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 3
SURVEY ADMINISTRATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4
SURVEY RESULTS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4 PART 1 .................................................................................................................................................................................................... 4 PART 2 .................................................................................................................................................................................................... 5 PART 3 .................................................................................................................................................................................................... 9 PART 4 .................................................................................................................................................................................................. 12 PART 5 .................................................................................................................................................................................................. 32 PART 6 .................................................................................................................................................................................................. 32 PART 7 .................................................................................................................................................................................................. 33
CONCLUSION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 33
APPENDICES ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 34 APPENDIX I ........................................................................................................................................................................................... 34 APPENDIX II .......................................................................................................................................................................................... 37 APPENDIX III ......................................................................................................................................................................................... 39 APPENDIX IV ........................................................................................................................................................................................ 40 APPENDIX V ......................................................................................................................................................................................... 41 APPENDIX VI ........................................................................................................................................................................................ 43 APPENDIX VII ....................................................................................................................................................................................... 49 APPENDIX VIII ...................................................................................................................................................................................... 51
SURVEY COVER LETTER‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 53
SURVEY ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 54
ADDRESS CORRECTION POSTCARD ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 59
REMINDER POSTCARD ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 60
SECOND MAILING COVER LETTER ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 61
3 | P a g e
California Polytechnic State University Pomona College of Agriculture
Agriculture Science Department By Melissa Kastle
INTRODUCTION
For my senior project I chose to conduct a survey of Agriculture Science Alumni. The purpose of the survey was to determine trends and tendencies among alumni and to gain insight into what they felt were important areas for current and future students to concentrate on, as well as opportunities that the Agriculture Science program and the College of Agriculture could take advantage of. Survey results could then be used to guide changes in the college and program and assist in making informed curriculum changes for Agriculture Science graduates.
The survey was developed with during the fall quarter of 2007 with input from Professor Hess. The survey consisted of seven parts. Part 1 was intended to determine eligibility for the survey. Respondents were asked about degrees earned from Cal Poly and in which year they were conferred. Eligible survey candidates were determined to have graduated after 1974 with either a Bachelors or Masters degree in Agriculture Science, or a California Teaching Credential earned in Agriculture. Part 2 consisted current employment information including employment status, employer, title, teaching status, income range, and work skills required. Part 3 included detailed questions about what activities respondents participated in while they attended Cal Poly Pomona. In addition there were questions pertaining to the importance of participating in campus clubs and activities. Part 4 of the survey contained in depth questions about how prepared the respondents felt in a variety of agricultural and academic related areas as well as how important it was that future students be prepared in those same areas. Parts 5 and 6 were open ended questions that asked for input on strengths and weaknesses of the Agriculture Science program and the College of Agriculture. Respondents were also asked if they felt there were any opportunities that the Agriculture Science program should take advantage of. In Part 7 of the survey respondents were asked to add other comments for consideration.
For results analysis I have divided the respondents into four groups. The first group contains all eligible respondents and will be referred to as “All Respondents”. The second group will consist of all respondents who graduated with a Bachelors Degree in Agriculture Science from Cal Poly Pomona. For the remainder of the analysis this group will be called the “Bachelors Group”. The third group will include all Masters Degree recipients that received a Masters Degree from Cal Poly Pomona in Agriculture Science. I will refer to this group as the “Masters Group” (two respondents replied that their masters degree was “in progress” these will not be counted in the “Masters Group” as they have not received their degree yet). The final group will be comprised of earners of a California Teaching Credential in Agriculture. This group will be referred to as the “Credential Group”. The sum of the respondents of all three groups will be more than the total responses because one respondent might be in multiple categories. In each part of the survey analysis I will also include the results of the entire respondent group. The sum of these analyses will be those that answered the question being analyzed. Those that did not respond to the question or marked N/A will not be counted. In addition those that did not meet the eligibility requirements for the survey are not counted for any question.
SUR
The sCalifindivchan10, 2grad
SUR
Resp
PARResp
RVEY ADM
survey was sfornia Teachividually to alnge of addres2008. In an euates. After
RVEY RESU
ponse Rate
Surve
RT 1 pondent infor
MINISTRAT
sent to 238 ging Credential of the aforess post cards effort to incrediscussion w
ULTS
eys Mailed
238
rmation
RespondenThat They RAgricultreCalifornia
TION
graduates detal in Agriculte mentioned on Februaryease the respwith Professo
Inva
nts That Did Not InRecieved An A Deg Science Or Reciev Teaching CredentAgriculture
N=6
Resp
termined to hture. Surveysgraduates, ay 10, 2008. Rponse rate anor Hess, I dec
alid Address
11
Total Respond
N=78
ndicate gree in ved A tial In
pondents That Gra1974
N=68
have graduats were codedalong with prReminder pon additional mcided not to p
Surv
dents
Respondents ThDegree In AgrRecieved A C
Credentia
aduated After
ted with a ded for trackingre‐paid envelst cards wermailing of thpursue addit
veys Returned
78
hat Graduated Witiculture Science OCalifornia Teachingl In Agriculture
N=72
Respo
egree in Agrig response ralopes for retue sent to none survey to ttional individ
d R
th A Or g
ondents That Gradto 1974
N=4
iculture Scienates and mailurning the sun‐respondersthe 50 most rdual reminde
Response Rate
34%
uated Prior
4 | P a g e
nce or a led urvey, and s on March recent ers.
e
e
PAREmp This curretitle, requ
Respwereansw
Num
bero
fRespo
nden
ts
RT 2 loyment Info
portion of thently employ and their anuired to use o
pondents were given thesewered:
0
1
2
3
4
5
6
0
Num
ber o
f Respo
nden
ts
ormation
he survey askyed in Agricunnual incomeon a regular b
re asked the e choices, em
29
5
ked participaulture, wethee range. In adbasis at work
following quployed full‐t
9
10
Num
10
ants to reporer or not theyddition partik.
uestion “Whatime, employ
1
mber of Re
15
Years Since
Years Sin
rt their currey are teachinicipants were
at best repreyed part‐time
10
espondent
20 25
e Graduation
nce Gradua
ent employmg any subjece asked to in
sents your cue, unemploye
6
t Degrees
5 30
ation
ent status, wt, who their eclude four sk
urrent emploed, and retire
6
35
wether or notemployer is, kills that they
oyment statued. This is ho
6
40
5 | P a g e
t they are their job y are
us?” They ow they
Bachelors
Masters
Credential
e
In orpartiseek
rder to detericipants wereking employm
All Responden
Bachelors Gro
Masters Group
Credential Gro
0%10%20%30%40%50%60%70%80%90%100%
All Responde
Bachelors Gro
Masters Grou
Credential Gr
0
10
20
30
40
50
60
70
mine the pere asked “Arement in agricu
Employ
nts
up
p
oup
%%%%%%%%%%%
nts
oup
up
roup
0%
0%
0%
0%
0%
0%
0%
0%
rcentage of ge you employulture, No, re
yed Full Time
79%
76%
97%
88%
Yes
50%
45%
60%
59%
graduates thayed in an Ag retired from a
Employe
Emplo
4
4
4
4
Employ
at are currenrelated field?an agricultur
ed Part Time
6%
6%
3%
6%
oyment Sta
No
43%
45%
40%
41%
yed in an A
ntly employed?” Their respral related fie
Unem
6
6
0
6
atus
No, but employment
1%
2%
0%
0%
Agricultura
d in agricultuponse optioneld. This is h
mployed
6%
6%
0%
6%
seeking in Agriculture
%
%
%
%
l Related F
ure the surves were: Yes, ow they resp
Retir
9%
12%
0%
0%
No, but retireAgriculture re
6%
8%
0%
0%
Field
6 | P a g e
ey No, No, but ponded:
red
%
%
%
%
d from an lated field
e
Resp“Are ques
The sincluPartichos
Sa
pondents weryou currentstion to deter
survey particuded, $0‐$30icipants were to answer
All Responde
Bachelors Gr
Masters Gro
Credential G
1
2
3
4
5
6
7
75,000‐90,0013%
90,2
lary Rang
re also askedtly teaching?”rmine if a res
cipants were,000, $30,00e also given tthe question
Yes Te
ents
roup
up
roup
0%
0%
0%
0%
0%
0%
0%
0%
60,000‐7525%
00
000+22%
ges for Al
d about their”. I combinedspondent wa
e asked to rep0‐$45,000, $the choice “pn with a salar
eaching and empAgriculture
34%
35%
37%
59%
0‐30,0011%
5,000%
l Respon
r teaching stad the responas teaching in
port their an$45,000‐$60,prefer not to ry range.
ployed in T
C
00
30,000‐45,00013%
45,000‐60,0016%
dents
atus. They wnses from thisn an agricultu
nnual income000, $60,000answer”. Re
Teaching but notfi
2
2
2
2
Currently T
0
00
were to reply s question wural related f
e. They were0‐$75,000, $esponses wer
t in an agricultruield
22%
22%
27%
29%
Teaching
yes or no to with the respofield or not.
e given six sa75,000‐$90,0re only count
ural
the followingonses from th
lary ranges w000and $90,ted if the res
No
44%
43%
37%
12%
7 | P a g e
g question: he previous
which 000+. spondent
e
Survlocatjob tTeac
Sal
Sal
vey participanted in Apenditle and 12 ocher with 6 re
75,000‐90,00013%
9
lary RangG
75,000‐90,00014%
9
lary RangG
nts were askdix I. The moof those indicesponses. Ot
60,0075,0027%
90,000+20%
ges for BaGroup
90,000+21%
ges for Mroup
ked to providst common jcated they wether educatio
0‐30,0007%
00‐00%
achelors
0‐30,0010%
60,000‐75,00038%
asters
de their job tiob title was ere an Agricuonal job title
30,000‐45,00013%
45,0060,020%
00
30,000‐45,00010%
45,607
tle and emplan Agricultuulture Teaches included T
00‐00%
,000‐0,0007%
Sa
Te
loyer. A list ore Teacher. er. The secoeacher, Woo
75,000‐90,0006%
90,024
alary Rang
75,000‐90,00011%
acher's S
of all employ55 survey pand most popodshop Teach
60,000‐75,00023%
000+4%
ges for CrGroup
60,000‐75,00024%
90,000+19%
Salaries
yers and job tarticipants inpular job titleher, and Prin
0‐30,0006%
redential
0‐30,0008%
8 | P a g e
titles is ncluded theire was Scienceicpal.
30,000‐45,00012%
45,000‐60,00029%
30,000‐45,00014%
45,000‐60,00024%
e
r e
AgricBiolo
Survregucommcommresp
PARCal P
DuriTheymost
Survthey
Survactivshow
The nDay?answ
cultural relatogist, Mixed A
vey participanlar basis at wmon responsmon skills inonses to this
RT 3 Poly Pomona
ng this portiy were also at important f
vey participanresponded:
vey participanvities includew teams. A co
next questio?” They werewered:
ted job titlesAnimal Veter
nts were askwork: (exampse to this quencluded comms question is
Activities
on of the surasked what thfor students t
nts were ask
nts were alsoe: livestock juomplete list
n survey pare also asked w
All Responde
Bachelors Gr
Masters Gro
Credential G
1
2
3
4
5
6
7
included 4Hrinarian, Lan
ked to responple: making aestion was pumunication, llocated in Ap
rvey participhey felt was ito participat
ked about the
o asked to lisudging team, of these activ
rticipants wewhat their in
ents
roup
up
roup
0%
0%
0%
0%
0%
0%
0%
0%
H Youth Devendscape Supe
nd t the followa sales preseublic speakinlesson plannppendix II.
ants were asimportant fote in.
eir membersh
st other clubsFarmhouse vities is locat
ere asked wanvolvement i
Yes
47%
59%
40%
65%
A
elopment Ageervisor, and F
wing: “Pleaseentation, germng, out of 213ing, teaching
sked about thr students to
hip in the Ag
s or activitiesFraternity, Ated in Appen
s “Were you in Ag Field D
Ag Ed Clu
ent, Ag StandFood and Dru
e list four (4)minating see3 responses tg, and compu
he activities to gain from th
g Ed club whi
s they particAg Council, Prndix III.
involved in ray was. The
b Memb
dards Investiug Investigat
) skills you ads, identifyinthis skill apputer skills. A
they participhese activitie
ile at Cal Poly
ipated in. Sore‐vet Club, a
running a cofollowing is
No
53%
41%
60%
35%
er
gator, Agricutor.
re required tng pests, etc.peared 7 timecomplete lis
pated in whiles and what
y Pomona. H
ome of the mand various l
ntest(s) for Ahow respon
9 | P a g e
ultural
to use on a )”. The mostes. Other st of
e at Cal Poly.activities are
Here is how
ore popular livestock
Ag Field dents
e
t
. e
The manswcomp
SurvTheyinvol
most commowers were tabplete list of t
vey participany were also alved with mo
on way that rbulations anhese respons
nts were askasked to specore than one
All Responden
Bachelors Grou
Masters Group
Credential Gro
0%
10%
20%
30%
40%
50%
60%
70%
80%
respondents d Field Day Cses is located
ked the followcify which ununit.)
ts
up
p
oup
%
%
%
%
%
%
%
%
%
participatedChair. Many d in Appendi
wing questionnit they were
Yes
52%
60%
47%
71%
Ag
d in Ag Field Drespondentsx IV.
n “Did you w involved in.
g Field Da
ONu
Gree
Day was withs didn’t reme
work at any o (Please not
ay Partici
Swine10%
Beef8%
Poultry6%
OH/rsery/enhouse4%
H
Agris2
All
h Livestock Jember what t
f the crops/ae: Responde
No
48%
40%
53%
29%
pation
Sheep15%
Horse3%
scapes2%
AgEnginee
1%
Respondor Live
udging. Oththeir involve
animal units ents may hav
Crop1
g ering%
Meats2%
ents thated at a U
10 | P a g e
er common ement was. A
on campus?”ve been
None32%
ps/Fruit17%
t Workednit
e
A
”
NGr
Beef3%
ONur
Gree1
Swi14%
Beef11%
Poultr7%
OH/Nursery/reenhouse
4%
H
Agriscap1%
Bach
She10
Swine5%
Poultry11%
OH/rsery/nhouse13%
Maste
ne%
y
Horse3%
esAg
Engineeri1%
helors Groor Lived
eep0%
Horse3%
rs GroupLived a
Sheep14%
ng
oup that d at a Un
Crops/Fruit16%
that Woat a Unit
None29%
Crops/Fruit13%
Meats3%
Worked nit
None39%
rked or
Swine13%
Beef13%
Poultry13%
OH/NurseryGreenhouse
4%
Cred
y
y/e
ential Gror Live
Sheep18%
roup thated at a Un
11 | P a g e
None35%
Crops/4%
t Worked nit
e
/Fruit%
Ther“Whaover
SurvScienthe cimpoclub respresp
PARExpe
The limpo
re are many aat do you feewhelming an
vey participannce students choices very ortant, and nparticipationondents thatonses.
Very Importa
4
RT 4 erience
largest part oortant they fe
0
1
2
3
4
ImportancPart
activities andel is most impnswer to this
nts were askto participatimportant, a/a. The activn, conductingt did not answ
nt A
of the surveyeel it is for fu
ce of Ag Ed Club ticipation
All
d clubs for stportant for ss question wa
ked to rate hote in based oabove averagvities they wg Ag Field Dawer the ques
Above AverageImportance
3
y was compriuture Agricul
Importance of Club Particip
Respondents
tudents to patudents to gaas networkin
ow importanon their persoe importance
were asked toay, working astion or answ
e Avera
ised of respolture Science
Other Ag pation Cond
Bachelors Gr
articipate in oain from theing. A comple
t certain actional and proe, average im rate were Aat the units, awered n/a to
age Importanc
2
ondents reflee graduates to
Importance of ducting Ag Field
roup Maste
on campus. Sir participatiete list of ans
ivities were ffessional expmportance, leAg Education and conductia question a
e Less th
Im
ecting how wo be prepare
DayImportance
the
ers Group C
Survey particion in clubs aswers is locat
for new and periences. Tess than averClub participing an enterpare not count
han Average portance
1
well they wereed in various
e of Working at e Units
Credential Group
cipants wereand activitiested in Appen
future Agricuhe rating scarage importapation, otherprise projectted in the num
Not Im
e prepared aagricultural
ImportanceConductingEnterprise Pr
p
12 | P a g e
e asked s?”. The ndix V.
ulture ale included nce, not r agriculturalt. Those mber of
mportant
0
and how and
e of g and roject
e
l
acadscienagricveteragricstewleadebasefor hvery futurless tn/a adivid
The f
Quesscien
demic areas. nce, integratecultural procrinary scienccultural markwardship, urbership, publid on how imhow well theywell, moderre grads to bthan averageare not countded into seve
following tab
Very ImportanVery Well
4
stion set one nce integrate
0
1
2
3
4
These areas ed pest manacessing, desigce, equine sciketing, agricuban agricultuc speaking, e
mportant theyy felt they werately well, ade prepared ine importanceted in the toten question s
ble defines th
nt/ A
M
includes plaed pest mana
Prepa
All
were plant sagement, agrgn and constrience, agricuultural merchre, biotechnoethics, criticay feel it is forere prepareddequately, len these arease, not importtal number osets. Each qu
he corresponAbove AverageImportance/
Moderately We
3
ant science, sagement.
red Question Se
Respondents
science, soil sricultural meruction, techultural businehandising, suology, food sal thinking, anr future gradud in the sameess than adeqs were: very tant, n/a. Reof respondenuestion in the
ndence betwee
ll Avera
A
oil science, a
et 1
Bachelors Gr
science, agroechanics, agrihnology integess managemustainable agcience, nutrind analyticaluates to be pe areas. Theiquately, not aimportant, aespondents thnts for that pae set is relate
een the num
ge ImportanceAdequately
2
agronomic pr
roup Maste
onomic practicultural enggration, animment, agricultgriculture, agition science,l thinking. Pprepared in thr choices forat all, n/a. Thabove averaghat did not rarticular queed or is consi
ber value an
e/ Less th
ImpLess tha
ractices, hort
Impo
ers Group C
tices, horticugineering, agrmal science, fotural sales, agricultural lit, food safety,articipants whese areas anr how well prhe choices foge importancespond to a qestion. The inidered to be i
d the answerhan Average portance/ an Adequately
1
ticultural sci
rtance Question
Credential Group
ltural sciencricultural maood animal pgricultural eteracy, enviro entrepreneuwere given and a similar rrepared theyor the importce, average imquestion or andividual quin the same d
r for each qu
Not ImNot
ence, and irr
n Set 1
p
13 | P a g e
e, irrigation anufacturing,production, conomics, onmental urship, rating scale rating scale y felt were: tance of mportance, answered estions are discipline.
uestion.
mportant/ t at All
0
rigation
e
,
0
1
2
3
4
0
1
2
3
4
Bachelo
Importan
Mast
Importance
ors Group
nce Prepared
ters Grou
e Prepared
p
d
up
0
1
2
3
4
CCredentia
Importance
al Group
e Prepared
14 | P a g ee
0
1
2
3
4
Pre
0
1
2
3
4
Imp
epared Plant Science
All
portance Plant Science
All
Prepared SoilScience
Respondents
Importance SoScience
Respondents
PrepareAgronomPractice
Bachelors Gr
oil ImportanAgronomPractice
Bachelors Gr
ed mic es
PreHorti
Sc
roup Maste
nce mic es
ImpoHorti
Sc
roup Maste
epared icultural ience
Prep
ers Group C
ortance icultural ience
Irrig
ers Group C
pared Irrigation Science
Credential Group
Importance gation Science
Credential Group
Prepared Integrated PeManagemen
p
Importance Integrated PeManagemen
p
15 | P a g e
st t
st t
e
The f
Quesproc
following tab
Very ImportaVery Well
4
stion set twoessing, desig
0
1
2
3
4
ble defines th
nt/ A
M
includes agrgn and constr
Prepa
All
he corresponAbove AverageImportance/
Moderately We
3
ricultural meruction, and
ared Question S
Respondents
ndence betwee
ell Avera
A
echanics, agrtechnology i
et 2
Bachelors Gr
een the num
ge ImportanceAdequately
2
icultural engntegration.
roup Maste
ber value an
e/ Less th
ImpLess tha
gineering, agr
Impor
ers Group C
d the answerhan Average portance/ an Adequately
1
riculture ma
tance Question
Credential Group
r for each qu
Not ImNot
anufacturing,
Set 2
p
16 | P a g e
uestion.
mportant/ t at All
0
agriculture
e
0
1
2
3
4
0
1
2
3
4
Bachelo
Importan
Master
Importa
ors Group
nce Prepared
rs Group
ance Prepa
p
d
red
0
1
2
3
4
Credenti
Importan
ial Group
nce Prepared
17 | P a g e
p
d
e
0
1
2
3
4
AM
0
1
2
3
4
Prepared Agricultural Mechanics
All
Importance Agricultural Mechanics
All
Prepared Agricultural Engineering
Respondents
ImportancAgriculturaEngineerin
Respondents
PrepareAgricultu
Manufactu
Bachelors Gr
ce al ng
ImporAgricu
Manufa
Bachelors Gr
ed ure uring
PreAgriProc
roup Maste
rtance ulture acturing
ImAP
roup Maste
epared culture cessing
Preand
ers Group C
mportance griculture rocessing
Ima
ers Group C
epared Design d Construction
Credential Group
mportance Desigand Constructio
Credential Group
Prepared Technology Integration
p
gn n
ImportanTechnoloIntegrati
p
18 | P a g e
nce ogy on
e
The f
Ques
following tab
Very ImportanVery Well
4
stion set thre
0
1
2
3
4
ble defines th
nt/ A
M
ee includes a
Prepa
All
he corresponAbove AverageImportance/
Moderately We
3
nimal scienc
ared Question Se
Respondents
ndence betwee
ll Avera
A
ce, food anim
et 3
Bachelors Gr
een the num
ge ImportanceAdequately
2
mal productio
roup Maste
ber value an
e/ Less th
ImpLess tha
on, veterinary
Impor
ers Group C
d the answerhan Average portance/ an Adequately
1
y science, and
rtance Question
Credential Group
r for each qu
y Not Im
Not
d equine scie
Set 3
p
19 | P a g e
uestion.
mportant/ t at All
0
ence.
e
0
1
2
3
4
0
1
2
3
4
Animal Science
Animal Science
e Food AnimaProduction
Bachelo
Import
e Food Animal Production
Masters
Importan
al n
VeterinarScience
ors Group
tance Prepare
Veterinary Science
Group
nce Prepared
ry Equine Sci
p
ed
Equine Scien
d
ence
ce
0
1
2
3
4
Animal Sciencee Food AnimaProduction
Credenti
Importan
al n
VeterinaryScience
al Group
nce Prepared
20 | P a g e
y Equine Scie
d
e
ence
The f
V
following tab
Very ImportanVery Well
4
0
1
2
3
4
Prepa
0
1
2
3
4
Impo
ble defines th
nt/ A
M
red Animal Scien
All
ortance Animal
All
he correspon
Above AverageImportance/ oderately Wel
3
nce Prep
Respondents
Science Im
Respondents
ndence betwe
e
ll Avera
A
pared Food AnimProduction
Bachelors Gr
portance Food AProduction
Bachelors Gr
een the num
ge ImportanceAdequately
2
mal Prepar
roup Maste
Animal Impo
roup Maste
ber value an
e/ Less th
ImpLess tha
red Veterinary Sc
ers Group C
ortance Veterina
ers Group C
d the answer
han Average portance/ an Adequately
1
cience Prep
Credential Group
ry Science Imp
Credential Group
r for each qu
y Not Im
No
pared Equine Sci
p
portance Equine
p
21 | P a g e
uestion.
mportant/ t at All
0
ence
e Science
e
Quesagric
stion set fourcultural mark
0
1
2
3
4
0
1
2
3
4
r includes agketing, and a
Prep
All
Ba
Importan
ricultural buagricultural m
pared Question S
Respondents
chelors Gr
nce Prepared
usiness manamerchandisin
Set 4
Bachelors Gr
roup
d
agement, agring.
roup Maste
icultural sale
Import
ers Group C
0
1
2
3
4
es, agricultur
tance Question S
Credential Group
M
Impor
ral economic
Set 4
p
Masters Gro
rtance Pre
22 | P a g e
cs,
oup
pared
e
0
1
2
3
4
0
1
2
3
4
PreparBusine
Cre
Importance
red Agricultural ess Managment
All
dential Gr
e Prepared
Prepared AgrSales
Respondents
oup
ricultural s
Pre
Bachelors Gr
pared AgriculturEconomics
roup Maste
ral Prepared Mar
ers Group C
Agricultural keting
P
Credential Group
Prepared AgricuMerchandisin
p
23 | P a g e
ltural ng
e
The f
V
following tab
Very ImportanVery Well
4
0
1
2
3
4
ImpoBusin
ble defines th
nt/ A
M
rtance Agricultuness Manageme
All Re
he corresponAbove AverageImportance/
Moderately We
3
ural ent
ImportanceSa
espondents
ndence betwee
ll Avera
A
e Agricultural ales
Im
Bachelors G
een the num
ge ImportanceAdequately
2
mportance AgricuEconomics
roup M
ber value an
e/ Less th
ImpLess tha
ultural ImportanM
asters Group
d the answerhan Average portance/ an Adequately
1
nce Agricultural Marketing
Credentia
r for each qu
y Not Im
Not
Importance AgMerchand
l Group
24 | P a g e
uestion.
mportant/ t at All
0
ricultural ising
e
Quesagric
0
1
2
3
4
0
1
2
3
4
stion set five culture.
0
1
2
3
4
Sustainable Agriculture
includes sus
Prepare
All
Agricultural Literacy
Bache
Importanc
stainable agr
ed Question Set
Respondents
EnvironmentStewardship
elors Group
ce Prepared
riculture, agr
t 5
Bachelors Gr
tal p
Urban Agricultur
p
d
riculture liter
roup Maste
e
0
1
2
3
4
racy, environ
Impo
ers Group C
Sustainable Agriculture
nmental stew
ortance Questio
Credential Group
AgriculturaLiteracy
Mas
Impo
wardship, and
on Set 5
p
l EnvironmenStewardsh
ters Group
ortance Prep
25 | P a g e
d urban
ntal ip
UrbanAgricultu
p
pared
e
ure
0
1
2
3
4
Sustainable Agriculture
0
1
2
3
4
Prep
Agricultural Literacy
Credentia
Importanc
pared SustainabAgriculture
All
EnvironmenStewardshi
al Group
ce Prepared
le Prepare
Respondents
tal p
Urban Agricultur
ed Agricultural Li
Bachelors Gr
re
iteracy Prep
roup Maste
ared EnvironmeStewardship
ers Group C
ental Prepa
Credential Group
red Urban Agric
p
26 | P a g e
ulture
e
The f
Ques
following tab
Very ImportanVery Well
4
stion set six i
0
1
2
3
4
Imp
0
1
2
3
4
ble defines th
nt/ A
M
includes biot
ortance SustainaAgriculture
All
Prepar
All
he corresponAbove AverageImportance/
Moderately We
3
technology, f
able Import
Respondents
red Question Set
Respondents
ndence betwee
ll Avera
A
food science,
tance Agricultura
Bachelors Gr
t 6
Bachelors Gr
een the num
ge ImportanceAdequately
2
nutrition sci
al Literacy Im
roup Maste
roup Maste
ber value an
e/ Less th
ImpLess tha
ience, and fo
mportance EnviroStewardshi
ers Group C
Impo
ers Group C
d the answerhan Average portance/ an Adequately
1
ood safety.
onmental ip
Im
Credential Group
ortance Question
Credential Group
r for each qu
y Not Im
Not
mportance Urban
p
n Set 6
p
27 | P a g e
uestion.
mportant/ t at All
0
n Agriculture
e
0
1
2
3
4
0
1
2
3
4
Biotechnology
Biotechnology
y Food Science
Bache
Importance
y Food Science
Maste
Importan
e NutritionScience
lors Group
e Prepared
e NutritionScience
ers Group
ce Prepared
Food Safe
p
Food Safe
ety
ety
0
1
2
3
4
Biotechnologyy Food Science
Creden
Importanc
Nutrition Science
ntial Grou
ce Prepared
28 | P a g e
Food Safety
p
e
The f
V
following tab
Very ImportanVery Well
4
0
1
2
3
4
Prep
0
1
2
3
4
Impor
ble defines th
nt/ A
M
pared Biotechno
All
rtance Biotechno
All
he corresponAbove AverageImportance/ oderately We
3
logy Prep
Respondents
ology Imp
Respondents
ndence betwee
ll Avera
A
pared Food Scien
Bachelors Gr
portance Food S
Bachelors Gr
een the num
ge ImportanceAdequately
2
nce Prepar
roup Maste
cience Imp
roup Maste
ber value an
e/ Less th
ImpLess tha
red Nutrition Sci
ers Group C
portance Nutritio
ers Group C
d the answerhan Average portance/ an Adequately
1
ience Prep
Credential Group
on Science
Credential Group
r for each qu
y Not Im
Not
pared Food Safe
p
Importance Fo
p
29 | P a g e
uestion.
mportant/ t at All
0
ety
od Safety
e
Questhink
0
1
2
3
4
stion set seveking.
0
1
2
3
4
en includes e
Prep
All
Bachelor
Importance
entrepreneur
pared Question S
Respondents
rs Group
Prepared
rship, leader
Set 7
Bachelors Gr
ship, public s
roup Maste
speaking, eth
Import
ers Group C
0
1
2
3
4
hics, critical t
tance Question S
Credential Group
Masters
Importance
thinking, and
Set 7
p
Group
Prepared
30 | P a g e
d analytical
e
0
1
2
3
4
0
1
2
3
4
Entr
Credenti
Importan
Prepared repreneurship
All
al Group
nce Prepared
Prepared Leadership
Respondents
Prepared PSpeakin
Bachelors Gr
Public ng
Prepar
roup Maste
red Ethics Pre
ers Group C
epared Critical Thinking
Credential Group
Prepared AnalytThinking
p
31 | P a g e
tical
e
PARStake
In thtowaprogdo yoa comManysecoadvatechnpartithe cin Ap
PARStake
TherPomwell Appe
RT 5 eholder Prog
his section of ard discoverigram to take ou feel are thmmon themey people alsond question antage of to bnology wouldicipants whacurriculum wppendix VI.
RT 6 eholder Colle
re was only oona. Many ras a professiendix VII.
0
1
2
3
4
En
gram Input
the survey ping strengthsadvantage ofhe strengths e among respo replied thatasked particbenefit futured be a good oat the areas owas lacking in
ege Input
one question respondents ional, knowle
Importance ntrepreneurship
All
participants ws and weaknef in order to of the Agricuponses was tht the hands‐ocipants “Whae students?” opportunity tof weaknessen Agriculture
in this sectioreplied that edgeable, car
pImportancLeadershi
Respondents
were asked tesses of the Abenefit studeultural Scienche greatest son learning eat opportunit The answerto take advaes are for the e Mechanics.
on based on tthe “learn byring faculty.
ce p
ImportanSpea
Bachelors Gr
three open enAgriculture Sents. The firce Program?strength of thenvironmentties do you fers to this quentage of. ThAgriculture A complete
the attributey doing” philoA complete
ce Public aking
Impo
roup Maste
nded questioScience Progrst question w” There werhe Agriculturt is one of theeel the Agricustion varied.e third questScience proglist of replie
es of the entirosophy and hlist of respon
ortance Ethics Im
ers Group C
ons. These quram, as well was “Based ore many answre Science Pre strengths oulture Scienc. Many peoption in this segram. Many s to all of the
re College of hands on edunses to this q
mportance CriticThinking
Credential Group
uestions weras opportunon your expewers to this qrogram is thef the programce Program sle felt that neection askedresponded tese questions
f Agriculture ucation are aquestion is lo
cal ImportanAnalytical Th
p
32 | P a g e
re geared nities for the rience, whatquestion but e faculty. m. The should take ew survey that they felt s is located
at Cal Poly attributes, asocated in
nce hinking
e
t
33 | P a g e
PART 7 Other
The final question of the survey asked respondents if there was anything else they would like to add for consideration. Many did not reply at all to this question. A few respondents wished me good luck on completing my project. A complete list of responses to this question is located in Appendix VIII.
CONCLUSION
In conclusion, I feel the survey was successful in compiling very important input from graduates from the Agriculture Science Department. This valuable information can be used in many ways in assisting the program to grow and improve. The results of the survey have been analyzed and presented here in a concise, easy to understand form. A beneficial side effect of conducting this survey is a more complete updated graduate contact list. Those graduates that we were not able to find can be removed from future mailings and new addresses can be updated. The scope of this project was quite large, and I feel would have taken a much longer time to solicit additional responses. The end of the survey included open ended questions that solicited a wide range of responses. The vagueness of these open ended questions may have distracted respondents from answering the question asked. More focused questions could lead to more precise results. The information compiled from this survey can be used to develop more directed survey questions in the future.
34 | P a g e
APPENDICES
APPENDIX I
Below is a list of all responses to Employer and Title: Employer Title
University of Wisconsin Cooperative Extension 4h youth development agent
Carpenteria Unified Agriculture Teacher
DOE State of Hawaii Ag Teacher
Kern High School District Substitute
Red Bluff Elementary 8th Grade Science Teacher
Dairy Council of California Mobile Dairy Classroom
Cal Poly Pomona Chairman
Nuberry Inc. consultant
Learning Community Charter School Science Teacher
LA County Sanitation Districts Supervising Engineering Technician
Fontana Unified School Dist. Ag Teacher
LAUSD
home school teacher and 4h leader
County of San Bernardino Agric Biologist
Paramount USD Science Teacher Dept. Chair
US Air Force Combat Crew Communications
Hemet Unified School District Ag Teacher
Fallbrook UHSD Teacher
Mack Flavor Ingredients, Inc. President
Lewis Palmer School Dist. Para Educator K‐5 Special Ed
CNUSD Woodshop Teacher
USDA NRCS Area resource conservationist
Sotheby's international realty realtor
Cardinal Professional Products
Rio Hondo College Retired
35 | P a g e
MPM Products Regional Manager
Bailey Veterinary Clinic Mixed Animal Veterinarian
Livermore Valley USD Teacher
Dept. Food and Drug food and drug investigator
CNUSD Biology Teacher
FJUHSD Ag Teacher
Perris Union HS District Ag Teacher/Dept Chair
South Fork Middle School Science Teacher
Jurupa USD Teacher
Travis Co. RTO
Parkins and Associates owner
Hillmar High School Ag instructor
Eagle Crest Resort Landscape Supervisor
USDA Investigator
Alameda County Senior Agricultural Biologist
Nichols Career Center Ag Teacher
Jurupa Unified SD Ag Teacher
LAUSD Magnet Coordinator
Snowline Joint Unified
Covina Valley Unified Instructional Aide
Imperial Unified SD Ag Teacher
HUSD Activities director
Corona‐Norco Unified School District Principal
Jurupa Unified SD Science Teacher
South Coast Office Supply IT Copier Technician
Riverside County ag commission Agriculture standards investigator
Jurupa Valley Unified Agriculture Teacher
Jurupa Valley Unified School District Teacher
36 | P a g e
Riverside County Ag Standards Investigator
Zumbrota Mozeppa Schools Ag Teacher
City of Mt. Vernon Firefighter
Padco/AE Com (Afghanistan) Agriculture market and enterprise director
Retired Air Traffic Controller Air Traffic Controller
Flintridge Sacred Heart Academy science teacher
Alvord Unified School Dist. Substitute Teacher
37 | P a g e
APPENDIX II
Below is a list of all responses to “Please list four (4) skills you are required to use on a regular basis at work: (example: making a sales presentation, germinating seeds, identifying pests, etc.)”:
Ag mech. agronomic program development‐ golf, sports turf, landscape Akahai‐kindness‐to be expressed with tenderness animal and plant production Animal Husbandry Animal Husbandry animal science applying ethics art assessing student progress attendance audit for compliance with food regulations basis teaching principles be personable biology teaching biotech techniques budgeting business skills accounting career skills taught chemical inventory chemistry class presentations classroom management classroom management classroom management coaching communicate with students communicating well communication communication communication skills communication skills communication/networking community relations computer data entry computer skills computer spreadsheet computer systems utilization conduct recall audit checks consult with clients for treatment approval
counseling critical thinking crowd control curriculum development data collection data presentation dealing with elementary students decision making demonstrate mechanics skills demonstrations develop treatment plans diagnose computer problems diplomacy w/admin, parents, students direct instruction discipline driving employee evaluations engaging students at all times equine management ethics evaluation/diagnosis of medical state feed formulation finance floral product evaluation follow up research results germinating/propagating seeds give advice grade data into computer grading tests grading work Ha'aha'a‐humility‐to be expressed with modesty HF radio and SAT radio utilization human relations I don't work in agr. identifying animal disease identifying arthropods identifying chemical treatment zones identifying pests identifying pests identifying plant pathogens industry relations insect ID
inspect food mfg. facilities install and configure IP printers instruction (presentation) interpersonal relationships investigate medical fraud keep students interested keeping accurate records knowledge of CA pesticide laws large equipment operation leadership learning new material learning new technology lectures lectures lesson planning lesson planning lesson planning lesson planning lesson planning lesson plans lift and secure heavy objects livestock evaluation livestock management Lokahi‐unity‐to be expressed with harmony making presentations management management of assets management of people managing student behavior marketing marketing of new concepts material accounting and record keeping math skills mechanics monitoring plant growth motivate students multimedia presentations non destructive testing observation of students officer safety Olu'Olu‐agreeable‐to be expressed with pleasantness
38 | P a g e
organization organizing paperwork parent conferencing parent contacts PE teacher skills peacemaker people skills people skills perform routine surgeries pest control pest management pesticide enforcement/state and federal phonics/teaching reading to 1st graders planning lessons planning/implementation plant breeding power point/excel preparing labs preparing lesson plans preparing lesson plans preparing presentations presenting lessons problem solving problem solving professional development activities program administration program management projects pruning
public relations public relations public speaking public speaking public speaking public speaking public speaking public speaking public speaking putting together container plantings Q and A questions range skills record keeping rodent and weed control safety skills sales sales sales presentation sell office solutions sense of humor/caring heart shop skills taught short range planning skills of power and hand tools soil/plant testing and recommendations speaking skills speaking Spanish standards based teaching staying up to date on US ag policy supervise people
teaching teaching a lesson teaching chemistry teaching physics teaching skills teaching students teaching/instructing daily team work technical skills Technology based teaching technology skills time management training employees training of aircrew training programs transferring new technology undercover skills understanding humans welding welding and fabrication wood ID wood ID work unsupervised worked as a broker advocate for a specialty plant grower working with disadv. Kids write reports writing outlines and curriculum
39 | P a g e
APPENDIX III Below is a list of all responses to “Are there any other clubs or activities that you were involved in? (please list)”:
Academic Quadathalon Ag Club Ag Council Ag Council Ag Council Ag Council Ag Field Day Ag marketing (NAMA) Agriculture Ambassadors Agronomy Club ASI ASI beef show team beef show team Block and Bridle Block and Bridle Ceres International Fraternity Chi Omega Fraternity Crop Judging Team Dairy and Livestock Judging Dorm related activities and work Equestrian Team Farmhouse Fraternity Farmhouse Fraternity Farmhouse Fraternity Farmhouse Fraternity Fruit Industries Club
Fruit Industries Club General Livestock and Meats Judging Greek Council Honor Society‐Ag Horse Judging IHC‐Interhall Council Intramural Sports Livestock Judging team Livestock Judging team Livestock Judging team Livestock Judging team Livestock Judging team Livestock Show team Los Rancheros Los Robles Horticulture Club Order of Omega Order of Omega Honor Society Pi Sigma Chi Fraternity (Sigma Nu) Prevet Club Prevet Club Prevet Club Pumpkin Festival Rodeo Team Rose Float Club and Committee sheep and swine show teams showing market lambs vegetable crop project
40 | P a g e
APPENDIX IV Below is a list of all responses to respondent’s involvement in Ag Field Day:
Ag Ed Club had a booth I helped run because I was currently president Ag Mach/Small Engines Animal Judging Assistant Chair Assisted with Awards Presentation and other contests Best Informed Greenland BIG BIG can't remember Chairman Chairman of the first computer contest in California/Advisor Dr. David Whaley Chairman Vega Crops Computer Contest Chair dealt with the teachers programs, ran it with Pro. Freedman don't remember don't remember Farm Tours FFA Test Field Day Chair Field Day Chair Field Day Chair Field Day Chair General Livestock helped plan out event and helped tally contest results helper helper
Horticulture Plant ID I don't remember Judge at poster evaluation‐ I think judged science projects Leadership Liaison for Cal Poly and Mt. Sac Small Engines contest Livestock Contest Co‐Chair Livestock Judging Livestock Judging Livestock Judging Livestock Judging Livestock Judging Livestock Judging monitor Overseer Poultry Contest Chair Poultry Judging provided wagon rides, drove team of Clydesdale horses small animal Small Engines Contest Small Engines Coordinator Student Chair Tabulations Tabulations Tabulations took reasons for livestock
41 | P a g e
APPENDIX V Below is a list of all responses to the question “What do you feel is most important for students to gain from their participation in clubs and activities?”:
a connection or understanding of what high school students would need
A sense of belonging
friendship and camaraderie
camaraderie
connections
communication and leadership skills
communication and networking
contacts with industry
practical experience
developing people skills
experience
Experience
experience
sense of involvement"
Friends in the field of study that you can utilize and end up working with
friendships (networking), teambuilding, leadership
gain experience, meet new people, make network connections, involvement in campus
gaining proficiency in chosen field
social interaction skills"
get involved and take on leadership roles
Get to know your peers and how people interact with one another
Hands on experience
hands on real world experience, leadership skills, community service
how to work with others and be a team player
integrity
Later contacts when you are employed
leadership and organization
leadership skills
leadership Skills
networking"
leadership skills
working with others for a common goal
organizing and putting in to place goals and ideas
friendships memories
exposure to outside of school responsibilities and concerns"
leadership skills, cooperation
leadership skills, public speaking and communication skills
leadership skills, team building skills, public speaking skills, interpersonal skills
leadership skills‐‐presentation, public speaking, community relations, organizational skills and management
leadership, advertising, managing people money and equipment
learning to work with others
making connections and building relationships
leadership development"
meet new people find out what life is all about
meeting new people and contacts after graduation
meeting other people going into same field
meeting people
building relationships
how to have fun with like minded people"
42 | P a g e
Networking
networking
networking, building relationships, making a difference
networking, share info with other members
Networking, travel experience, commitment
organization
putting to use classroom knowledge
presentations
Real‐life experiences and leadership development. Also, good problem solving skills.
responsibility and cooperation
responsibility
leadership skills
sense of community and belonging
social and networking skills
Social interaction. Real world experience
Student networking/interaction
Teamwork
to learn what opportunities are in areas of interest. Meet study buddies, get to know advisors better, meet industry reps
understanding others
work as a team
working as a team and following through on personal responsibility
working with others for a common goal. Networking!
working with others, organization skills
43 | P a g e
APPENDIX VI Below is a list of all responses to the question “Based on your experience, what do you feel are the strengths of the Agriculture Science Program?”:
good professors
broad based program that allows for many career options in fields of agriculture
very strong animal, plant science program
It is our future. Down to earth people tend to gravitate towards this field. Agriculture will always be important to this country and other foreign.
A well rounded background
learn by doing
The opportunity to do hands‐on learning.
Small numbers, caring faculty, good friends, exciting classes
open door policy, small class sizes, quality instruction, positive feedback from professors
the flexibility offered for students enrolled in the program. I was able to focus on areas of interest to me while still getting a varied background.
I had knowledgeable teachers who cared about each student
general knowledge
preparing the student for a career in Ag
hands on experience via working farms; professors who are available to students beyond classroom hours
Remember‐I was a student 25 years ago‐ in the Masters program. But, as I remember the best thing was the close interaction/relationships between faculty and students ‐ small class size was also a plus
the university motto‐ Learn by doing, was always the best part of my education
broad exposure to numerous areas
working hard, quick thinker, compassionate, supportive, career direction
The teachers, facilities, and variety of classes required
individual professors built lasting relationships with students to help them through school
offers a variety of classes
preparing students with a "real” picture of what their job is going to be like when they receive one
critical thinking; public relations; business relations
experience of prof's; hands on experience
The ag science program did a great job of preparing me for a career in teaching. It produces students that are well ‐ rounded in many areas of the agriculture field
The livestock and OH units. They provide an opportunity for hands on experience
it offers a broad area and choices of courses to the student
the campus itself with the crops, animals, units, and technology
good instructors in the past
hands on teaching; loved the labs and walking through neighborhoods looking at plant material; "learn by doing"
none at this time
it feels more personal because it is a smaller program. It does a good job of teaching leadership skills and making you feel comfortable about speaking in public.
good teachers
Ag Mechanics dept.
interpersonal relationships
exposed to many areas of ag
broad based education in many fields
professional staff and professors
I believe that one of the biggest strengths of is preparing future Ag Teachers for what will be expected of them as an ag teacher. As far as leadership activities, projects and so forth.
44 | P a g e
at this point in time not many. While I attended there were many, pride, integrity, respect
good teachers; great support and encouragement
before there was a combined course for the animal production courses I felt that spending a quarter learning about two different livestock species w/ the labs were a strength
being able to learn from many subjects, personal attention from staff
I majored in animal science the first two years then switched to Ag Sci. Looking back, I feel that I had an excellent education. All of my classes were very important to my education, so it would be hard to select one. But, the science based classes and the hands‐on livestock and crop classes would be my top picks.
It trains students to fill needed voids in the Ag Teaching profession. It prepares students to enter the teaching profession
sustainable ag
Hands on training; professor interaction
dedicated staff; opportunities for hands on experiences
relevance of what is taught and experienced to what is happening in the world; relevance of ag course content to other non‐ag fields, i.e. general business, communication technology; I was taught to think and research, useful skills in any program
friendly atmosphere; competent admin.; great teachers (at least when I was there ‐ '95‐'97); small classes ‐ easy to get to know professors; hands on; especially doing controlled experiments and collections (weeds and bugs); field experience available
close ties with local agriculture programs; "hands on learning"
Hands on work of course!
It’s been many years but one of the strengths was (is) the hands on training and responsibility given to each student. Even if you didn’t stay in the agricultural field, those personality traits would help wherever you go.
The program gives you a wide variety of agriculture topics to learn about. Students are able to choose what they want to learn and what their senior project will consist of.
A re‐energized and youthful staff that has a desire to develop a quality program which can fill the desperate needs of Ag Education in Southern California.
Included undergrads and grad students that worked at the college and made them feel a part of the team
the diversity of required course work exposes one to many aspects of agriculture
The advisors and teachers willingness to help students as individuals. Professors relationships with industry. Field trips!
you are asking a person who entered a program that was very different. I felt it's diversity was a strength. The experience of the faculty was a strength. I am sad to see so many have retired or passed on.
I believe the program did an excellent job of preparing me for the classroom, I loved teaching. The program failed to prepare me for the interaction w/ school administration. I left teaching because of that. Yet 30 years later I still substitute teach in Ag Classes
The leadership part of the program; you also learn little bit of everything but not enough of anything
I learned a variety of skills from the many diverse classes that assisted me in teaching, administration, raising horses, citizenship, and being a productive individual in a global community
The opportunity to get a broad based education. Also the student teaching experience.
Below is a list of all responses to the question “What opportunities do you feel the Agriculture Science Program should take advantage of to benefit future students?”:
current thinking; current technology; current and future thinking regarding changing weather patterns and farming
unsure of program status
45 | P a g e
get well informed of all activities in the College of Ag field. If you are planning on teaching ‐ sub and vol. time to teaching programs.
Environmental studies will be important with each passing year.
Encourage internships, offer mentors, assist students in college team competitions. Employment opportunities.
use the farm on campus to develop energy efficient farming systems
Where possible to work in real teaching events.
keep doors open to diverse populations of learners
broader recruitment, more faculty?
more aggressive marketing of the program. Do more activities with the H.S. Ag students who may in turn attend Cal Poly Pomona
each student be required to do an enterprise project to understand all facets from production to marketing to sales
[un‐readable] energy
job placement help
global issues; agricultural practices that help/hinder the environment; appropriate technologies as they relate to various cultures/environments
Trying to work on agriculture problems around the country
placement/externships in short term, working relationships with producers to strengthen relevant skills to today’s technology
the program needs to be promoted to high school students at the high school
not sure what is out there now
I believe the program should offer Ag Mechanics (wood working, welding, small engines, etc.) Cal Poly grads are weak in that area and there is a high demand for Ag Mech Teachers.
I think the college should expand its programs to serve a larger portion of So Cal students
expand on the many opportunities available in the job market. Encourage students to read job descriptions and learn what electives will add to their degrees. Many jobs require x number of units in a certain area.
strengthen the Ag Ed Club experience
internships; advanced FFA or 4‐H opportunities at college level
organic farming, sustain. Ag
I'm sure there have been advances in certain areas, especially organic and sustainable ag. These areas need more time than I received almost 14 years ago.
need to have more students participate in more field experience
partnerships with industry
exposing students to the many different ag field of studies and professions so they can make a better choice for what suits them.
ag literacy ‐ ag education
I guess grants and state funding for projects and structural improvements
more agriscience course work
add some ag mechanics courses to the curriculum on campus so the students don't have to travel to another school to fulfill that requirement
don’t know
offer more quality Ag teaching opportunities, preparation for becoming a teacher
environmental issues, ecology of cultivated crops in relation to environment
all Ag Sci students should work for a while at each unit
Agricultural Mechanics as well as Agricultural Business
Start from scratch and rebuild to make the program what it used to be
experience selling ag products at the farm store
46 | P a g e
the various production units including horticulture/crops as well as technology classes
making students aware of the importance of a global economy!!!
In addition to my education of the late '70's ; topics for today’s world that would be helpful: marketing, sales, food for the future and feeding impoverished nations, environmental consideration, urban agriculture
more contact w/ local schools (southern region) to recruit students and build/maintain strong student numbers in the program
urban ag opportunities
more industry interaction; mentors
partnering with industry; marketing the need for US Agriculture to the general public; working towards self‐reliance as a nation
each student should be placed in leadership role within a team of students to learn effective leadership fundamentals and to understand their own strength and weaknesses
visit real farms/farmers/ag businesses; intern programs
become involved in local contests as judges, facilitators, etc. when possible
Prepare students to deal with NCLB and standards based courses that are integrated with Ag Science courses such as Ag Biology
Stay involved with cutting edge research and technology
It would be great if the program would offer internships for undergraduate students.
Improving on current outreach opportunities such as the field day, speech and parli pro contests that are hosted for FFA members. This is a great way for the college and program to reach students.
have individuals demonstrate that a Ag Sci degree is more than teaching and going to fairs
field trips, tours, speakers from industry
Bring in guest speakers from a wide variety of traditional and non‐traditional agricultural enterprises to present a view of their occupation‐I think biosecurity should be added if it hasn't been
Every opportunity (I'm not sure your question is well thought out)
need to learn more on Horticulture and mechanics, these are the two fields that students want to learn and I know nothing about Ag Mech, and a little bit on horticulture; had to learn outside of the classroom
Opportunities working with industry
Focus on technology, food science, economics, leadership, and ethics. Also enhance critical thinking.
more science based technologies use of computer technology!
Below is a list of all responses to the question “Based on your experience, what are the areas of weakness for the Agriculture Science Program?”:
new technology and thinking need to be implemented faster; farming need for the new future; pest control need for the new future
more business application courses
Your program LACKS the 3rd areas of Ag Mech. Without this Ag is not possible for the repair, maint., and production of machinery for the industry
In this area of the country we do not need the emphasis on livestock production.
The program shouldn't just be geared toward being a High School Ag teacher. There are many other opportunities available to teach about ag. For example, I worked for the Resource Conservation District and taught about soil and proper irrigation methods.
been out of school too long to answer
Over emphasis on non‐agricultural areas.
animal units could be upgraded (probably have been by now)
faculty size, limited leadership classes
47 | P a g e
Limited enrollment, small number of students. While small is good I feel that the program may be too small and therefore limiting to students.
lack of Ag at surrounding high schools
too many broad range classes and not focused on real world events; most students are attending classes for a grade and not the experience
my area is working with people with disabilities' do you have a section for accommodating people with disabilities?
n/a
at the time of graduation‐‐technology (1982); responsible, sustainable agricultural practices
Job placement‐ once you leave the state
it's been 30 years, I can't make a specific recommendation
exposure to high schools
live or die attitude of Ag Ed. Teacher burn out
Agriculture Mechanics
the counseling and counselors you are assigned were a joke‐not just for me but for my friends as well I think they should offer mandatory and meaningful counseling to ensure the success of agriculturalists.
provide more info on the hundreds of jobs available with this degree. With the sciences get you into many fields
Ag Mechanics
there was no ag ed club in my day however there was a fraternity; currently no FFA or 4‐H opportunities at college level=these need creating; business opportunities at school or in private sector; job availability after graduation not just for teachers but for Ag grads
none
One area of weakness is regarding preparation for a long term career that require so much unpaid overtime. Most of the people that I graduated with are no longer in teaching, in my opinion due to overwork. Of the 7+ years that I taught Ag at our local High School, I worked an average of 85+ days outside of the school year, 45+ days outside of my contract w/no compensation. Ag teachers also have a high divorce rate, and one ag teacher friend committed suicide. I'm not
sure how this could be fixed but working 60 hr work weeks is not a healthy lifestyle.
the program needs to help direct students to acquire the knowledge and skills necessary to get a job in today's market and expose tem to the realities of what they will be facing once their degree is earned
need more enrollment ‐ more grads
I can't remember any
need a ms program that does not focus around ABM; more science related courses
add some ag mechanics courses to the curriculum on campus so the students don't have to travel to another school to fulfill that requirement
don’t know anything about the program
student teaching dept.
train/take classes on how to do the agricultural (tests) county employing
if you do not know hat much about Ag when you enter the program you will not know that much when you finish
need to have more science (pure science) classes to be NCLB compliant so they will be more desirable employees
Clubs! More clubs and participation of students also preparing students w/Ag Mechanics
need to re‐evaluate the current program
Agriculture mechanics and fabrication are needed as well as expanding to outside clubs
too much emphasis on setting up a Vo‐Ag program
none that I can think of
as above visibility and accessibility
classes offered only periodically
too long ago
while the environment is important and certainly integral to agriculture, it is becoming harder to be a producer instead of easier; need to find a way to reverse this trend or we'll be dependent on foreign food
48 | P a g e
students are no educated enough in leadership responsibility the Ag Sci program has many leaders taking classes however these leaders are seldom placed in leadership roles in the classroom, ag field day, etc. where they can grow
recruiting students; keeping up to date; too beholden industrial agriculture that is not sustainable
local program for local and out of area students
I've been out too long but I would suggest keeping up with current educational trends and how they effect Ag Teaching
I've been out too long to supply a relevant answer
not enough room on campus to expand the program
Attracting/recruiting quality students from area high schools and community colleges that have a realistic perspective of being an agriculture teacher.
did not offer a welcoming hand to grad students who had full time jobs off campus ‐ felt very cold
the over concentration of animal production with the end result of going to fairs
I don't have an appropriate answer. I have been gone too long. When I was there the inability to take required classes due to insufficient student enrollment was a problem.
Ag Mech, horticulture two major student interests and Poly offers little to none in these areas
the university is in dire need of upgrades at all Ag units ‐ it is very out of date and embarrassing
Too much emphasis on extracurricular activities and FFA related events. Focus on developing high achievements in the sciences, leadership, economics, business, and education.
great program!
49 | P a g e
APPENDIX VII Below is a list of all responses to the question “What do you feel are the most important attributes of Cal Poly Pomona’s College of Agriculture?”:
"hands on"; beautiful farm; nice farm store
[un‐readable] food for underserved people
ability to be involved and on teams even though not from ag background
Again, the ability to learn by doing!
Agriculture program
close to southern Cal students
creating a sense of accomplishment especially for those who get involved in clubs, etc.; creating a strong base for future growth whether or not they stay in ag after graduation; rich experience for those who participate; wonderful memories to look back on with fondness
diversity of offerings
diversity, both in faculty and students, assisting graduates with job placement
don’t know
Experienced faculty and staff; accessibility to staff and faculty resources; long history of turning out well respected productive students
faculty and staff are top notch and listen to students; flexibility in choosing classes to complete my MS by my grad professor was extremely helpful
faculty seems to present to students at the college opportunities
get involved and be well rounded, adapt to change and stay up to date with the Ag industry, if you are not willing to change with your area then you could loose your program. Keep your program strong and students involved!
great campus with wonderful opportunity for hands on experience in every aspect of agriculture
great program
great university; excellent teacher, with the right attitudes; great campus
hands on activities
hands on experience
hands on training; sustainable ag campus
Hands‐on learning. "Learn By Doing"
having a "learning by doing" philosophy on learning
high standard of excellence, quality instruction, caring atmosphere, accepting
horse unit
I have always had good memories of college staff and relationships built while a student. I felt they truly wanted me to succeed and are the reason that I ended up in the field of education.
it provides instruction in an important niche of education and the ag industry
it's proximity to a highly urbanized area that is still close to viable production areas
Keep it going
location: you have direct access to millions of people who are potential voters
low cost to student; extensive facilities; professors connected w/ real growers; good field trips
maintain and build reputation as strong Ag school; applied technology/learning; maintain and attract vibrant teachers and students; keep developing specialties and responding to marketplace
philosophy of learning by doing and a farm where students can experiment
practical instruction with hands on learning, time proven and always relevant
production units
professors and staff; animal and plant units; campus farms; wide variety of classes; small class sizes
50 | P a g e
providing ag education to people who cannot leave So Cal for an education
quality education, great teachers, reasonably priced
small classes‐personalized; staff‐available and willing to help; opportunities‐they are available if students seek them
smaller college; more tight knit family feeling
student exposure to experiences other than just classroom instruction
the "community feel" it gives a student on such a large campus, the professors are stellar
the ability for students to take what they are learning in the classroom and immediately applying it to working farm situations.
the ability of students to tap into several select areas of the agriculture options for employment
the animal/crop units for the hands‐on student experience and the high‐quality instructors who can import their personal experiences to the students. By the way I met my wife of 16 years at the animal units (she lived at the sheep unit!)
the College of Ag was very hands on, if a student was willing to make the effort to learn
The diverse opportunities available to students to go into any career area of Ag
the faculty and staff
The farm store and new nursery facilities newer facilities will attract more students
The people that come out of the program.
the professors are great at helping students through‐‐a handful of them
The support of the instructors to assist even after you have completed the program
the teachers
they are still there and a leader in the industry
thoroughness of a complete education, that also includes timely topics
very tight knit community; everyone willing to help each other
well rounded education; hands on learning (working the sheep unit was one of my best experiences)
Well rounded, practical education program. The professors and support staff were very helpful. They really cared about their students.
working with the Ag programs in the region is a big help for me (I would like to see more of it) The college of Ag is a friendly hospitable place where instructors are available to students and they can gain hands‐on‐experience about what they are learning.
51 | P a g e
APPENDIX VIII Below is a list of all responses to the question “Is there anything else you would like to add for our consideration?”:
it was hard to get certain classes (evening) timing and availability not planned‐out well
worked for Sunkist Fruit Growers Supply Co. and Hills Bros. Coffee after college. My degree helped in applying skills on these jobs.
It would be great to see some Ag Science students involved in our Riverside County 4‐H program. The kids and parents would appreciate their expertise.
Don't over emphasize diversity!
I loved my time at Cal Poly Pomona.
Do more activities/training/workshops for H.S. students throughout the year.
I only attended Cal Poly Pomona for a short time. I transferred from Cal Poly San Louis Obispo.
none
Sustainable agricultural practices are key to our survival. Students need to learn and understand what kind of long term impacts ag practices can have
I wish I had gotten help once I moved to NJ at getting a job in agriculture. Now, 25 years later, it really is too late. Your survey made me remember how much I enjoyed my "Ag Experience", and still miss it. Good luck.
met the students and high school teachers at their schools
keep up the good work. I no longer teach in Ag Ed but my skills as a teacher in Biology are better than most
you need to grow and visit other campuses and mimic their programs because Cal Poly is so… small and doesn’t meet the needs of current students. I knew so many unnecessary drop‐outs. I was lucky to have Mr. Freeman and a couple others in my educational experience but EVERY student in EVERY ag department should be supported more to ensure Ag graduates.
my science class were required for my present job. I have worked in Ag and now as a under cover officer but I could not have obtained this job without my degree. Encourage students to look at many types of jobs using this degree.
I have always looked back on my years at Cal Poly with fondness ‐‐ I've always had a strong base for my life due to my time at Cal Poly. I feel that I've been given a strong background and rich experiences that helped shape my life.
Good luck with your senior project!
it has been so long since I was at Cal Poly that I don’t know the answers to these questions today
if there is a way or opportunity for those entering the ag science program without a clear goal or job in mind (or loss or change of career in mind) to be able to "try on for size" or be exposed to what possibilities or choices that are available. More advisor involvement and maybe a "sample the ag business class to give students career choices and keep them in their field of study.
I enjoyed having a plant business (interior plant maintenance) before my kids were born. I got into elementary education after they left and moved on to middle and high school. Working with young children is extremely fulfilling!
none
although I am no longer employed in the agricultural industry I continue to follow with great interest many changes in production and business
while in the student teacher program, my coach constantly tried to talk me out of becoming a teacher and I would not be successful. I have been a science teacher for 22 yrs!
thank you for asking my input
I learned a tremendous amount and met many great people at Poly. The school prepared me for life!! All departments were good. Vo Ag was great!!
Probably but I can’t think of any more at 8pm after a long day and longer week at the fair!
I think this survey was difficult to answer. I appreciate the effort that was put into it, but I don't feel the information I was able to supply is relevant.
unless already in place it might be helpful to include grant writing as part of knowledge base, especially as economy struggles
52 | P a g e
I LOVED the Ag Sci program and I feel like I learned a lot more, and for a lower cost, than when I did my bachelors degree at a more prestigious university. Although my main job is teaching high school biology I get paid to do a student garden at my work, and I run a CSA* micro‐farm out of my back yard. *Community Supported Ag (farm‐share)
I hope you keep up the efforts to improve the program you are doing a great job. Good luck.
A significant number of Ag Sci students from my period of time and before either didn’t go in to teaching or have left teaching for the private sector.
Most young teachers I meet seem very well prepared for their jobs, but the overriding trait each has is a desire to teach in Ag. I'm not sure that can be "taught" in a classroom.
I felt the sheep, swine, beef, and poultry units were out dated when I was in school in the '80's. I’m not sure about the equine unit. I always believed our Ag units should be state of the art!
Thanks to Flint Freeman for his Ag Ed instruction. My ag program has been named Outstanding Ag Program twice, my FFA Chapter top chapter in MN, and myself named Top Teacher Mentor for supervising 10 student teachers. All because he gave me a challenging and diverse college experience and a great student teaching assignment in Imperial CA.
53 | P a g e
SURVEY COVER LETTER 6/11/2008 Name Address Address Dear First,
My name is Melissa Kastle and I am an Agriculture Science major from Cal Poly Pomona. This is my
senior year and I have chosen to conduct a survey of Agriculture Science Alumni for my senior project. I am
asking for your help in assisting complete my senior project by participating in this survey.
As an alumnus of the Agricultural Science Program, have been chosen to participate in this survey.
The survey should take about 10 - 15 minutes to complete. The information you provide will only be used to
develop a report for the Agricultural Science Program. I hope my report will assist the program in its efforts to
improve and grow. Your insight is critical in providing me information I need to inform the Agricultural Science
Program with information that it may use to improve, grow, and better serve its current and future students.
A self addressed stamped envelope has been provided for you to return your completed survey. I
sincerely hope you will take the time to provide information needed that may enhance the Agriculture Science
Program at Cal Poly Pomona. In addition, the program would like to keep in closer contact. Included in this
mailing you will also find a prepaid postcard for updating your contact information with the Agriculture Science
Department. This is not a part of the survey, but I hope that you return it as well. Thank you so much for
helping me with my senior project.
Sincerely,
Melissa Kastle
Senior, Agriculture Science
Cal Poly Pomona
54 | P a g e
SURVEY Graduate Follow-Up Survey Form
Degree Information
Degree(s)/Credentials earned from Cal Poly Pomona (please write name of degree/credential and date completed) Degree (BS, MS, etc.) Degree/Credential Name Date Degree Conferred
Employment Information
What best represents your current employment status? O Employed full-time O Unemployed O Employed part-time O Retired
Are you employed in an Ag related field? O Yes O No, but seeking employment in Agriculture O No O No, retired from an agricultural related field
Are you currently teaching? O Yes, I am teaching O No, I am not teaching
Employer Title
Please fill in the bubble next to the salary range that best reflects your annual income: O 0-30,000 O 45,000-60,000 O 75,000-90,000 O 30,000-45,000 O 60,000-75,000 O 90,000+
O Prefer not to answer Please list four (4) skills you are required to use on a regular basis at work: (example: making a sales presentation, germinating seeds, identifying pests, etc.)
1 2
3 4 Cal Poly Pomona Activities
Were you an Ag Ed Club member while attending Cal Poly Pomona? O Yes O No
Are there any other campus clubs or activities that you were involved in?(Please list)
Were you involved in running a contest(s) for Ag Field Day? O Yes O No If yes, what was your involvement:
Did you work at any of the crops/animal units on campus? O Yes O No If yes, which unit?
55 | P a g e
What do you feel is most important for students to gain from their participation in clubs and activities?
Based on your personal and professional experience, how important is it for new and future Agriculture Science students to have the following experiences at Cal Poly Pomona to prepare for a future career? (please bubble the appropriate response)
Very Important Above Average
Importance Average
Importance
Less than Average
Importance Not Important
N/A
Ag Education Club Participation O O O O O O Other Agricultural Club Participation O O O O O O Conducting Ag Field Day O O O O O O Working at the Units O O O O O O Conducting an Enterprise Project O O O O O O
Experience How well do you feel your Cal Poly Pomona experience helped prepare you with skills from the following areas: (Please bubble the appropriate response)
Very well Moderately well Adequately Less than adequately Not at all N/A
Plant Science O O O O O OSoil Science O O O O O OAgronomic Practices O O O O O OHorticultural Science O O O O O OIrrigation Science O O O O O OIntegrated Pest Management O O O O O O
Very well Moderately well Adequately Less than adequately Not at all N/A
Agricultural Mechanics O O O O O OAgricultural Engineering O O O O O OAgriculture Manufacturing O O O O O OAgriculture Processing O O O O O ODesign and Construction O O O O O OTechnology Integration O O O O O O
Very well Moderately well Adequately Less than adequately Not at all N/A
Animal Science O O O O O OFood Animal Production O O O O O OVeterinary Science O O O O O OEquine Science O O O O O O
Very well Moderately well Adequately Less than adequately Not at all N/A
Agricultural Business Management O O O O O OAgricultural Sales O O O O O OAgricultural Economics O O O O O OAgricultural Marketing O O O O O OAgricultural Merchandising O O O O O O
Very well Moderately well Adequately Less than adequately Not at all N/A
Sustainable Agriculture O O O O O OAgricultural Literacy O O O O O O
56 | P a g e
Environmental Stewardship O O O O O OUrban Agriculture O O O O O O
Very well Moderately well Adequately Less than adequately Not at all N/A
Biotechnology O O O O O OFood Science O O O O O ONutrition Science O O O O O OFood Safety O O O O O O
Very well Moderately well Adequately Less than adequately Not at all N/A
Entrepreneurship O O O O O OLeadership O O O O O OPublic Speaking O O O O O OEthics O O O O O OCritical Thinking O O O O O OAnalytical Thinking O O O O O O How important do you feel it is for future Agriculture Science graduates to be prepared with skills in the following areas? (Please bubble the appropriate response)
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Plant Science O O O O O OSoil Science O O O O O OAgronomic Practices O O O O O OHorticultural Science O O O O O OIrrigation Science O O O O O OIntegrated Pest Management O O O O O O
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Agricultural Mechanics O O O O O OAgricultural Engineering O O O O O OAgriculture Manufacturing O O O O O OAgriculture Processing O O O O O ODesign and Construction O O O O O OTechnology Integration O O O O O O
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Animal Science O O O O O OFood Animal Production O O O O O OVeterinary Science O O O O O OEquine Science O O O O O O
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Agricultural Business Management O O O O O OAgricultural Sales O O O O O OAgricultural Economics O O O O O OAgricultural Marketing O O O O O OAgricultural Merchandising O O O O O O
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Sustainable Agriculture O O O O O OAgricultural Literacy O O O O O OEnvironmental Stewardship O O O O O OUrban Agriculture O O O O O O
57 | P a g e
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Biotechnology O O O O O OFood Science O O O O O ONutrition Science O O O O O OFood Safety O O O O O O
Very Important Above Average
Importance Average
Importance Less than average
importance Not Important N/A
Entrepreneurship O O O O O OLeadership O O O O O OPublic Speaking O O O O O OEthics O O O O O OCritical Thinking O O O O O OAnalytical Thinking O O O O O O
Stakeholder Program Input
Based on your experience, what do you feel are the strengths of the Agricultural Science program?
What opportunities do you feel the Agricultural Science Program should take advantage of to benefit future students?
Based on your experience, what are the areas of weakness for the Agricultural Science Program?
Stakeholder College Input
What do you feel are the most important attributes of Cal Poly Pomona’s College of Agriculture?
Other
Is there anything else you would like to add for our consideration?
58 | P a g e
Thank you!
Congratulations, you have finished the survey! Thank you for your participation. Please place your completed survey in the included self addressed stamped envelope provided and drop in your nearest
mailbox. Also, please return the pre-paid postcard separately so the Agricultural Science Program is updated
59 | P a g e
ADDRESS CORRECTION POSTCARD Hello! We would like to stay in contact with you. Please verify the information we have for you and make corrections as desired. Please return this postcard at your earliest convenience (no postage necessary). This is separate from the alumni survey and will not be used in the survey results.
Check this box if the information to the right is correct If any information is incorrect, please provide corrections below:
Insert Address Here
First and Last Name Street Address
City State Zip Code
Phone Number E-Mail Address
(please check all that apply) O Yes, Please send me News, Updates, and Agriculture Science Program
Information
O Yes, I am interested in participating on a program advisory panel O Please send me information on sponsoring a club, scholarship, or student
teacher
60 | P a g e
REMINDER POSTCARD
Cal Poly Pomona Senior still needs your help! Earlier this month, I sent distinguished Agricultural Science Program
Alumni a survey as part of my senior project. The purpose of the survey is to gather valuable feedback that only you can provide. If you have not yet completed your survey, I am hoping you will do so
now and return it at your earliest convenience.
If you have already sent in your survey, Thank You! If you have lost your survey (or need a new one) please email me at
Thank you in advance for your help. The information you provide is immensely important to my Senior Project and the value to future
alums is immeasurable! Sincerely,
Melissa Kastle
61 | P a g e
SECOND MAILING COVER LETTER 6/11/2008 Name Address Address Dear First,
You can still help with my senior project! My name is Melissa Kastle and I am an Agriculture Science
major from Cal Poly Pomona. This is my senior year and I have chosen to conduct a survey of Agriculture
Science Alumni for my senior project. I am still looking for alumni input and am asking for your help in
assisting complete my senior project by participating in this survey.
The survey should take about 10 - 15 minutes to complete. I have even enclosed a self addressed
stamped envelope to return your completed survey. The information you provide will only be used to develop a
report for the Agricultural Science Program. I hope my report will assist the program in its efforts to improve
and grow. First, your insight is critical in providing me the information I need to inform the Agricultural Science
Program with information that it may use to improve, grow, and better serve its current and future students.
I sincerely hope you will take the time to provide information needed to enhance the Agriculture
Science Program at Cal Poly Pomona. If you have already completed a survey THANK YOU! I appreciate you
taking time to help me, you can disregard this letter. If you haven’t sent in your completed survey yet this is
your last chance! I will be compiling the information from the surveys I have received and writing my report
soon. Thank you in advance for helping me to complete this project.
Sincerely,
Melissa Kastle
Senior, Agriculture Science
Cal Poly Pomona