ASSESSING THE AQUACULTURE CURRICULA IN THE NORTHEASTERN REGION

The purpose was to establish baseline data for all northeastern secondary agricultural education programs that incorporated aquaculture in the total curriculum during 1996-1997. Perceptions of the educational enrichment, barriers, and aquaculture curricula were sought from agriculture teachers in 12 states. Respondents @ = 70) averaged 16 years of experience in agricultural education, but only 4.5 years experience teaching aquaculture. Aquaculture awareness occurred in 1990, but was not taught until 1993. Teachers rated three instructional units (water quality, tank systems, and fish nutrition) as very important sources of educational enrichment in an aquaculture program. Limitedfacilities to house the program, need to care for fish on weekends and holidays, high cost of equipment to teach aquaculture, low teacher knowledge about aquaculture, and high costs of remodeling facilities for aquaculture were rated as important barriers to implementing an aquaculture program. Northeastern agriculture teachers rated the National Council’s aquaculture publications, tilapia and model aquaculture recirculation system, as very useful. Only 8 respondents had used all 22 aquaculture curriculum materials produced by the National Council for Agricultural Education. Increased efforts are needed in sharing what is known about aquaculture with younger and female northeastern agriculture teachers, especially those with limited experience in teaching aquaculture