Theses and Dissertations at Montana State University (MSU)

Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733

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    Using an adapted LOSA to assess safety conditions of an undergraduate construction course
    (Montana State University - Bozeman, College of Agriculture, 2024) Sponheim, Isaac Mikhel; Chairperson, Graduate Committee: Dustin Perry
    Students working in the agricultural mechanics laboratory are exposed to valuable career-building skills. However, this is also a hazardous environment in which many are injured annually (Chumbley et al., 2018; Perry et al., 2012; Saucier et al., 2014; Utah Department of Health, 2007). As students leave SBAE and go out into the workforce, the safety story does not improve much with workplace fatality numbers rising in recent years (Bureau of Labor Statistics, 2021). Agricultural mechanics teachers are forced to deal with this problem on an individual basis, so without a standardized method of assessing and teaching safety a gap has been left between how students interact with safety in school and in the workplace. One proposed solution is to utilize industry safety models to teach and assess safety in the classroom. A specific example of this is the Line Operation Safety Audit used by commercial airlines (Klinect et al., 2003). This paper will explore the background of this instrument and its applicability to the agricultural mechanics environment.
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    An evaluation of the agricultural mechanics curriculum at Dawson Community College
    (Montana State University - Bozeman, 1980) Oswald, David L.
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    Farm mechanics practices and interests of high school Vo-Ag students
    (Montana State University - Bozeman, 1955) Howey, Robert S.
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    Integrated instruction of farm mechanics in high school vocational agriculture
    (Montana State University - Bozeman, 1956) Hein, August M.
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    Montana female high school senior FFA members perception of selected barriers to participation in agricultural mechanics
    (Montana State University - Bozeman, College of Agriculture, 1995) Arnott, Cindy Kathleen; Chairperson, Graduate Committee: C. Van Shelhamer
    This study determined the perception 1994-95 Montana high school, senior, female FFA members have toward selected barriers to participation in agricultural mechanics activities. Data for this study were gathered through the use of a mailed questionnaire. Information received from the survey was statistically analyzed using Microsoft Excel. Based on the results of this study, a majority of students perceived their agriculture instructor and family as being supportive of their studying agricultural mechanics. Students who did not study any curricula in agricultural mechanics perceived little support from family, friends, agriculture instructors, or school counselors. Although a majority of students had studied some agricultural mechanics curricula, involvement outside the classroom was less frequent. In addition, many students felt their parents worked in agricultural mechanics careers and had been encouraged by both parents to help with mechanics jobs at home. Students believed they would not enjoy a traditional female career and had positive perceptions of their ability to learn and perform agricultural mechanics skills, but did not perceive agricultural mechanics as a potential career. Finally, nearly half of the students had been verbally teased by male students during agricultural mechanics activities.
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    Doing to learn with projects in the agricultural mechanics laboratory
    (Montana State University - Bozeman, College of Agriculture, 2013) Braaten, Rodney Dale; Chairperson, Graduate Committee: Martin J. Frick
    The purpose of this study is to analyze the factors that affect the use of project based learning as part of the secondary agricultural education curriculum. Utilizing agricultural mechanics projects as a learning tool has been on the decline due to a variety of factors as schools and agricultural education has evolved. The results show space and equipment needs for an agricultural education laboratory, project implementation details, and teacher abilities. It also looked at curriculum design. A written survey instrument was used with the 70 secondary teachers of the Montana Association of Agricultural Educators was the sample population. 38 usable surveys were returned for a response rate of 54%. The results showed how common programs are equipped and how they implement project based learning in the agricultural education curriculum as well as strengths and weaknesses within the state that can be addressed through professional development.
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