Observed Results and Possible Outcomes of Implementing a Veterinary Technology Program into High School Agriculture Departments in Texas

Douglas G. Morrish, Elizabeth G. Callen

Abstract


As our nation strives to remain competitive in the global market, science and math curriculum have come to the forefront. Integrating science and math curriculum into high school agriculture courses allows students the opportunity to improve academically in all content areas. This study examined the current state of the veterinary technology program being taught in Texas high school agriculture departments, as well as determined the needs of those schools currently not teaching the program. The results of the study found that: 1) implementing the veterinary technology program increased enrollment of non-traditional and minority students in agriculture departments; 2) teachers agreed that science and math components of the veterinary technology program are important factors to consider when deciding to implement the program; 3) program faculty were most often the reason the program was implemented; and 4) teachers of the program were the primary curriculum developers. This study recommends agriculture teachers partner with the science and math departments to provide a rich science, technology, engineering, and math (STEM) content in their programs and that a mandatory curriculum training program be implemented for teachers teaching the veterinary technology program.


Keywords


veterinary technology; science, technology, engineer, math (STEM) coalition; agricultural education

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