Making a Difference With Volunteers in Agricultural Education Programs

Rosencrans, C. & Seevers, B. S. (2000). Making a difference with volunteers in agricultural education programs. The Agricultural Education Magazine, 73(3), 20-21. 


Are you using volunteers in your Agricultural Education program? Have you thought about using volunteers
to help you better serve your students and their many and varied agricultural interests? Do you feel
comfortable enlisting the aid of volunteers to enhance your agricultural education program? Are other
instructors utilizing volunteers, and if so, how are they using them? 

Enlisting the aid of volunteers is nothing new to programs of many kinds, including education. Every year,
millions of Americans volunteer their time and assistance to causes which they consider worthwhile (Katz,
1982). Volunteers in school settings provide widespread benefits to students. Shifflett (1994), states that
academic achievement appears to increase when volunteers are utilized. Programs can be expanded to
better meet the needs of students when volunteers and their expertise are employed. Volunteers contribute
extra resources without adding additional costs to programs. 

State and national statistics indicate that not only is enrollment in agricultural education programs growing
but the availability of qualified teachers is shrinking. Involving community volunteers is essential to
maximize resources and meet needs. Teachers must look to the community and actively engage them. 

A recent study conducted in New Mexico (Rosencrans and Seevers, 2000) described the use of volunteers
in New Mexico Agricultural Education programs. 

Overall, Agricultural Educators in New Mexico had a positive attitude toward involvement of volunteers in
their programs. There was agreement that volunteers are an important part of the agricultural education
program, that use of volunteers provides many benefits, and involving qualified volunteers in various
functions and activities frees the teacher to focus on other aspects of the program. Overall, it was believed
that volunteer involvement in the program made the teacher's job easier. Of the 13% of teachers that did
not use volunteers in their program, the majority indicated that it was because they were new to the
program, the program was too small, or they did not have the time to properly supervise volunteers. 

Not only did teachers believe that volunteers were essential to their programs, there was agreement that
volunteers should be involved in educational aspects of the program as well as support efforts. Volunteers
in New Mexico were active in support activities such as chaperoning, fundraising, and assisting with FFA
activities, but they were also actively involved in educational activities such as laboratory and classroom
instruction, serving as a guest speaker in class/lab, and coaching CDE events. The teachers also felt that
volunteers not only add a wealth of knowledge and experience to programs, but they bring a variety of
viewpoints to the educational arena as well. What are some effective strategies focusing on the successful
involvement of volunteers in your program? 

IDENTIFICATION AND SELECTIONThe volunteer experience will be most successful when the agricultural
educator determines specifically what his/her needs are, matches the individual with the need, and
provides clear and specific guidance about roles, responsibilities and needs. Individuals should be
accepted as volunteers in your program not just based on their willingness to participate but also on the
competence and capability they contribute. Teachers in New Mexico rated the helpfulness provided by
volunteers in their programs as very high, clearly indicating that with proper planning and coordination,
volunteers are an asset to their programs. 

ORIENTATION AND SUPERVISIONClear communication about needs and expectations is essential to
making the volunteer experience work. An orientation meeting with volunteers at the beginning of each
school year or prior to an activity or event should be conducted to clearly communicate expectations.
Teachers should be encouraged to develop and use a Volunteer Handbook that outlines policies,
procedures, expectations, and guidelines for using volunteers in their program. The handbook not only
ensures that consistency of information was provided to all volunteers involved in the program, but it can
also serve as a valuable documentation tool in the event that an issue of liability occurs. 

Successful utilization of volunteers does require some degree of supervision. A concern of teachers could
be that this supervision could be too time consuming. The amount of responsibility delegated to a volunteer
and consequently the degree of supervision required is dependent upon selection of the right person for the
job, degree of competence of the individual, and their understanding of expectations, policies, procedures
and guidelines related to your program. Regardless of how competent your volunteer is, however, some
supervision is still necessary. Ultimately you are accountable for what happens within your program. The
Buck Stops With You! 

ADMINISTRATIVE SUPPORTAgricultural education teachers in New Mexico clearly indicated that
administrative support is essential for successful utilization of volunteers in schools. Security and issues of
safety have become prime concerns for almost every school district. Individuals on school grounds without
approval or authorization cannot be allowed. Consequently, it is essential for administrators to not only
understand the uniqueness of agricultural education programs but the vital role the community and its
citizens have in contributing to the overall success of the program. Teachers need to discuss with
administrators the roles and responsibility volunteers will be assuming. Whenever possible, a list of names
and responsibilities of volunteers should be provided to the school office. Administrators should be
encouraged to visit the agricultural education program facilities and meet and observe first hand volunteers
involved. 

RECOGNITIONA volunteer can be defined as any person who gives freely of their time, expertise, or
resources. Appropriate recognition (letters, plaques, banquets, etc.) need to be extended to all who
participate. 

Volunteers are an invaluable community resource and should be utilized whenever possible in agricultural
education programs. Good communication, organization, and management of the volunteer program will
establish a solid and beneficial relationship for all. 

So are you utilizing volunteers in your agricultural education program? Are you making the most of this
precious commodity, the volunteer? 

Added material. 

Carlos Rosencrans is an Assistant Professor in Agricultural and Extension Education at New Mexico
State University in Las Cruces, NM. 

Brenda S. Seevers is an Associate Professor in Agricultural and Extension Education at New Mexico
State University in Las Cruces, NM. 

REFERENCESKatz, D.S. (1982). Volunteers in vocational education. A handbook for program
development. Washington, DC: Office of Vocational and Adult Education (ED). (ERIC Document
Reproduction Service No. ED 220 656). 

Rosencrans, C. and Seevers, B. S. (2000) Involvement of volunteers in agricultural education programs in
New Mexico. Accepted for proceedings at the NAERC, San Diego, CA. 

Shifflett, D. M. (1994). What effect do volunteers have on a rural primary school? (ERIC Document
Reproduction Service No. ED 373 945).