Squabbles of the Soil

MTSU Collegiate FFA
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Squabbles of the Soil is a podcast where we discuss different issues in agriculture and how they affect the current industry. This podcast series was first created and produced by agriculture students in the Fall 2020 "Debate and Discussion in Agriculture" course at Middle Tennessee State University. Each fall, a new group of students adds to the podcast episodes. The MTSU School of Agriculture does not endorse any specific opinion shared in this podcast series.

  1. 12/11/2025

    Udderly Selective

    Topic: Sexed Semen in Dairy Operations Host: Alli Lawson Guests: Dr. Paul Fricke and Mr. Charles Bowman Objectives: Students will understand the purpose and economic benefits of using sexed semen in dairy operations. Students will compare opposing viewpoints about the cost, efficiency, and genetic implications of sexed semen technology. Students will explain how reproductive decisions impact herd management, milk production, and long-term farm profitability. Pre-listening Questions  1. Why do you think reproductive technology is important for dairy farmers? 2. How might sexed semen change how farmers plan their herds? 3. What challenges do you think farmers face when deciding whether to use sexed semen? Guided Questions 1.  Who expressed concern that sexed semen may not be cost-effective for all dairy operations? A. Charlie B. Dr. Fricke C. Alli D. Fair Oaks Dairy 2. Fill in the Blank: Sexed semen increases the likelihood of producing ___________ calves. 3.Short Answer: Why does Dr. Fricke support the use of sexed semen? 4. What is one concern the dairy producer raises about long-term consequences?A. Genomics B. Sexed semen going away C. Too expensive D. Too time consuming 5. Short Answer: What are the statistics related to sexed vs. conventional semen? Post listening Questions   1.    Explain how using sexed semen affects dairy farmers and the dairy industry. 2. Compare and contrast the arguments made by Dr. Fricke and Mr. Bowman. Which argument do you find more convincing, and why? 3.     What does this situation show about the relationship between reproductive decisions and real-world impacts on dairy farming? Provide examples from the podcast.   Rubric   Level 1- 1 pt. Level 2- 2 pt. Level 3- 3 pt. (points are aligned based on how they answer the post listening questions- for all 3 questions)   Ex. Describe pros and cons of large and small scale farms (8 pros and cons needed) Level 1- only 1 pro or 1 con is listed Level 2- only 4 pros and cons listed Level 3- all pros and cons are listed   Summary: This episode talks about all things dairy. It explains both sides from Dr. Fricke, the researcher and collegiate professor, as well as Mr. Bowman, who has been in the dairy for an extreme amount of years and sees the very changes sexed semen is making on the farm at any given time.

    30 min

  2. 12/11/2025

    Mass Deportations of Undocumented Workers in The Agriculture Industry

    Teaching Guide    Topic: Mass deportations of undocumented immigrants in the agriculture industry.    Host: Matthew Sanchez   Guest: Abby Vaquerano and Windy Pinnix   Summary: Undocumented immigrants have recently drawn significant media attention, particularly regarding their impact on the agriculture industry. Opponents of mass deportation, such as Abby Vaquerano, argue that removing these workers would devastate rural communities and the many sectors connected to agriculture, including processing, distribution, and retail. On the other hand, Windy Pinnix contends that immigration enforcement is necessary to maintain a transparent and legally compliant workforce and that although the agriculture sector is reliant on these workers, automation can help to fill the void.   Objectives:  1. While listening to the podcast students will outline the differing viewpoints of Abby Vaquerano and Windy Pinnix by providing at least two arguments from each guest.   2. After listening to the podcast students will examine which states would be most affected by mass deportations by providing how many undocumented workers are in the state and what specific fields of agriculture they are being utilized in.   3. After listening to the podcast students will justify the perspective that they disagree with by describing why they disagree with it and finding two pieces of information that support the opposing view.   Pre-listening Questions (open-ended- formative)  1. How much of the agricultural labor force do you think is made up of undocumented immigrants?  2. Are undocumented workers a topic of discussion in your communities, if so how? If not why do you think that they are a topic of discussion?  3. What alternatives do you think there are to undocumented workers in agriculture?    Guided Questions 1. Short answer: How long has Mrs. Windy Pinnix been teaching agriculture?      2. Fill in the Blank: How many agricultural workers are undocumented?     Roughly                       or about                        agricultural workers are undocumented.    3. Multiple choice: What does Mrs. Abby Vaquerano believe would be a policy solution to fill a void if mass deportations were to happen?  A. Automation of agricultural jobs   B. A spike in domestic labor   C. An expansion in the H-2A visa program  D. Current policy is sufficient to handle this problem    4. Short Answer: What industry did Mrs. Abby Vaquerano mention was also heavily reliant on undocumented labor?      5. Multiple choice: What did Mrs. Windy Pinnix say she expectes the next decade of American agriculture to look like?  A. Automation of agricultural labor   B. A spike in domestic labor   C. an expansion in the H-2A visa program   D. With many farm consolidations                       Post-listening Questions   1. Summarize the two differing viewpoints and provide two claims made by both sides to support their argument.        2. Using the internet, research which three states would be most affected by mass deportations by providing how many undocumented workers are in the state and what specific fields of agriculture they are being utilized in. Use and cite multiple sources of research.    State:    Field:    State:    Field:    State:    Field:    3. Identify which viewpoint you disagree with and describe why you disagree with it. Then, using the internet, find two pieces of information that support the opposing view. Use and cite multiple sources of research.  Rubric    Level 1- student answers questions without justification or evidence/ student does not cite what sources were used - 1 pt  Level 2- student answers questions with only one piece of evidence per question/ student only cites 1 source for each question - 2 pt  Level 3- Student answers questions with full information required and has at least two sources per question - 3 pt  (points are aligned based on how they answer the post listening questions- for all 3 questions)

    29 min

  3. 12/11/2025

    The ADA & its Impact on the Agricultural Industry

    Topic: How the Americans with Disability Act affects members of the Agricultural Industry Host: Karlee Dunn Guests: Michael Shirley and Amy Olt Summary: The Americans with Disability Act (ADA) was created in 1990 to aid people with disabilities in their jobs after the war. Now the act has expanded to cover all aspects of daily life including jobs, schools, and any public spaces. In today's episode, we explore how the ADA can be a positive impact on those with disabilities in the agriculture industry and the negative legal effects we see causing business owners to feel negatively about compliance. Teaching Guide: Objectives: 1. I can explain why the ADA is important to every day life for those with and without disabilities. 2. I can explain how the ADA positively influences all businesses and public spaces. 3. I can describe what negative effects the ADA can have on businesses. Pre-listening Questions: 1. Why do you think the ADA applies to all areas of life (schools, everyday jobs, industries, public spaces)? 2. Why might business owners not want to comply to the ADA? Why might they want to comply? 3. How have you seen the ADA in play in your life? Guided Questions: 1. What kind of vet office does Michael Shirley Co-own? 2. Why did Michael Shirley not make his vet office larger when he could have afforded it?3. What does Amy Olt do at Farm Credit Mid-America? 4. True or False: Amy has restrictions on giving loans out for people with disabilities? 5. How has Amy think the conversation about the ADA could be impacted to have a more positive light shone on it? Post Listening Questions: 1. Each guest explained whether or not they think the conversation about the ADA could be shifted. Please briefly explain what each guest said. 2. Michael mentions in the first answer certain regulations that he falls under for compliance, please list the three he mentions separate from the ADA. 3. Amy discusses how she thinks bringing awareness to the ADA and what it can do for those who need accommodations. Briefly explain what organizations could help and how they could bring more awareness to what the ADA can do for industry workers. Rubric for Post Listening Questions: Level 1- 1 point: Provides little to no detail in responses, student demonstrates little to no understanding and/or comprehension of the topic Level 2- 2 points: Provides some detail in responses, student demonstrates moderate understanding and/or comprehension of the topic Level 3- 3 points: Provides full detail in responses, student demonstrates full understanding and/or comprehension of the topic.

    36 min

  4. 12/11/2025

    Public Access to Food Facilities

    Topic:Public Access to Food-Making FacilitiesHost: Kaitlyn RobichaudGuests: Dustin Noble and Kim Summary:Food-making facilities shape how food is prepared, processed, and created.As consumers grow more curious about what happens behind the scenes in these spaces, questions are being raised about who should be allowed access to them. In today’s episode, we explore what public access to food-making facilities could look like, why some people support the idea, and how opening these production spaces to the public may introduce new risks related to safety, contamination, and regulation. Teaching Guide: Objectives 1.I can describe what public access to food-making facilities could look like. 2.I can explain why people support opening food-making facilities to the public. 3.I can identify the major risks that come with allowing public access to food-production spaces. Prelistening Questions 1. What do you think it means for the public to have access to a food-making facility? 2. Why might people want access to a space where food is produced? 3. What possible concerns come to mind when multiple people share the same food-production area? Guided Questions: 1.What type of operation does Dustin Noble own? 2.Dustin said that even though he doesn’t think public access should be required of all food-making facilities, it does offer what to his operation? 3.True or False:Dustin allows visitors to enter the processing area of his facility without restrictions. 4.How many years of experience does Kim have in food science? 5.What part of food making facilities did Kim mention she thought should never be open to the public? Post Listening Questions: 1.Using two examples mentioned by Dustin or Kim, describe what public access to a food-making facility could look like. 2. List at least two reasons why Dustin or Kim do not support allowing public access to food-making facilities? 3.The guests identified many risks opening food-production spaces to the public.Explain at least two ways these risks can impact safety or operations. Rubric for Post Listening Questions: Level 1 – 1 pts:Provides very little or no detail: does not describe public access, does not give supporting reasons for access, and does not explain risks. Level 2 – 2 pts:Provides some detail: describes public access with 1 example, provides 1 reason for allowing access, and identifies 1 risk. Level 3 – 3 pts:Provides thorough detail: describes public access with at least 2 examples, gives at least 2 supporting reasons for allowing access, and identifies at least 2 risks with explanations.

    23 min

  5. 12/10/2025

    Artificial Intelligence in the Ag Classroom

    Hosted by Callie Pearson, featuring former Ag Teacher, Jacob Tipton, and WCS Technology Supervisor, Brandon Cook. Teacher Guide: Objectives 1.      While listening to the podcast (Condition), students will summarize the differing perspectives of the Technology Supervisor and Agriculture Teacher regarding AI in agricultural education (Behavior), providing at least two points from each guest (Criteria). Bloom’s Level: Understand 2. After listening to the podcast (Condition), students will analyze the potential benefits and risks of AI for students, teachers, and ag programs as a whole (Behavior) by providing explanations of at least two benefits and risks (Criteria) Bloom's Level: Analyze 3. After listening to the podcast (Condition), students will evaluate scenarios for responsible AI use in classroom instruction, SAEs, and FFA experiences (Behavior), by proposing at least one practical scenario that balances benefits and ethical considerations. Bloom's Level: Evaluate Topic: Host: Guests: Summarize the discussion: Pre Listening Questions: 1. Do you use AI programs in your classes? How? 2. Do you believe AI benefits student learning and teacher responsibilities in AgEd?  3. What might be concerning about AI being used in school? Guided Questions: 1. Which of the following is an example of AI being used in agriculture education? A. Students recording livestock weights. B. Students reviewing an analysis of crop yield data online. C. Teacher hand-grading papers. D. Students presenting a speech for an FFA contest. 2. What are the 3 components of the Ag Education model? 3. Name one benefit and one risk of using AI, according to the podcast guests. 4. Which guests talked about the privacy concerns of AI? A. Ag Teacher B. Tech Supervisor 5. Give an example of how AI use could be regulated. Post Listening Questions: 1. Compare the perspectives of both guests. 2. How could AI be used responsibly in classroom instruction, SAE, and FFA? 3. If you were designing a lesson plan for a project, what rules or guidelines would you include for AI use and why? Rubric Level, Description, Points Level 1, Student demonstrates minimal understanding of AI in ag education; responses are incomplete or inaccurate. 1 pt Level 2, Student demonstrates partial understanding; responses are mostly accurate but lack detail or examples. 2 pts Level 3, Student demonstrates full understanding; responses are accurate, detailed, and include examples or critical thinking. 3 pts

    35 min

  6. 12/10/2025

    Farrowing Crates in Swine Production

    Teaching guide Topic: Farrowing crates in swine production Host: Holly Parks Guest: Brian strobel a swine producer from the Tennessee pork association supporting the use of farrowing crates and guest number 2 Starrlynn Costa from PETA2 opposing the use of farrowing crates Summary: This podcast explores the controversy surrounding farrowing crates in pig production. The host introducing the issue, explains why it sparks debate, and interviews two guest representing opposite viewpoints. The supporting guest discusses piglet safety, reduced mortality, and ecomonic challenges if crates were banned. The opposing guest address sow welfare, and ethical concerns. The episode highlights the complexity of balancing animal welfare and farm economics. Objectives: 1. Explain the key viewpoints supporting and oppsing farrowing crates. 2. Identify the ethical, economic, and welfare related factors involved in the controversy 3. Evaluate the arguments presented by both guests and form an evidence based opinion Pre-listening questions: 1. What do you already know about how pigs are raised on farms? 2. Why might animal housing systems create strong disagreements? 3. What factors do you think farmers consider when choosing housing for livestock? Guided Questions: 1. What did the first guest identify as the main purpose of farrowing crates? a. increase sow weight b. reducing piglet mortality c. improving farm aesthetics d. replacing manual labor 2. What concern do critics raise about how farrowing crates limit a sow's natural behavior? 3. fill in the blank: The supporting guest argued that banning crates would create significant __________ challenges for farmers. 4. Which alternative did the oppsoing guest suggest to improve sow welfare? 5. According to the second guest, what changes in legislation or industry practice would improve animal welfare? Post listening Questions 1. After hearing both sides, which factors (economic, ethical, or welfare based) do you feel should carry the most weight in deciding whether farrowing crates should be used? Explain your reasoning. 2. How did each guest support their position, and which arguments did you find most convincing? why? 3. Based on the episode, What do you believe is the most realistic path forward for balancing sow welfare and piglet safety in swine production? Rubric: level 1 -1 pt -response show minimal understanding level 2 - 2 pt - response show partial understanding and student provides some explanation level 3 - 3 pt - responses are detailed and well supported. Student explains and support answers well.

    32 min

  7. 12/10/2025

    U.S Soybean Exports

    Topic: U.S Soybeans Exports   Host: Abbie Bowker   Guests: Tennessee State Representative Todd Warner and Stefan Maupin   Objectives 1.     Students will understand the economic and agricultural consequences of China halting U.S soybean purchases 2.    Students will compare opposing viewpoints on U.S. tariff policy and evaluate the arguments presented   3.    Students will explain how political decisions impact farmers, markets, and international trade relationships. Pre-listening Questions   1.  Why do you think international trade is important for U.S farmers? 2. How might tariffs affect relationships between countries? 3. What challenges do you think farmers face when global markets suddenly change? Guided Questions 1.  Who expressed concern that farmers are being negatively affected by the tariff decision?A. Representative WarnerB. Stefan MaupinC. The HostD. China’s trade representative 2. Fill in the Blank:China has historically been the largest buyer of U.S. __________. 3.Short Answer:Why does Representative Warner believe the U.S. should not back down in the tariff dispute? 4. What is one concern Stefan Maupin raises about long-term consequences?A. Farmers may permanently switch to growing cottonB. China may not return to buying U.S. soybeansC. The U.S. will run out of storage buildingsD. Tariffs will eliminate all farm subsidies   5. Short Answer:What kind of support does Stefan believe farmers need during this trade disruption? Post listening Questions   1.    Based on the episode, explain how China’sdecision to stop buying U.S. soybeans affects both farmers and the broader U.S. economy. 2.     Compare and contrast the arguments made by Stefan Maupin and Representative Warner. Which argument do you find more convincing, and why? 3.     What does this situation show about the relationship between political decisions and real-world impacts on agriculture? Provide examples from the podcast.   Rubric   Level 1- 1 pt. Level 2- 2 pt. Level 3- 3 pt. (points are aligned based on how they answer the post listeningquestions- for all 3 questions)   Ex. Describe pros and cons of large and small scale farms (8 pros and cons needed) Level 1- only 1 pro or 1 con is listed Level 2- only 4 pros and cons listed Level 3- all pros and cons are listed   Summary: This podcast exploresthe impacts of China stopping the purchase of U.S. soybeans during the tariffdispute. Listeners hear contrasting viewpoints from two guests: Stefan Maupin,who opposes President Trump’s tariff decision and worries about negativeeffects on farmers, and Representative Warner, who supports the tariffs andbelieves America must stand firm against China’s trade practices. The episodeexamines economic consequences, long-term implications for agriculture, anddiffering political perspectives.

    45 min

  8. 12/05/2025

    AI Technology in Farming

    Teaching Guide Topic: AI Technology in Farming Host: Megan Loreto  Guest: Mike McCloskey, Jacqueline McCloskey, and Jason Jarrell  Summary: AI in farming is a controversial topic because it offers promising benefits while also raising important concerns. Many people see AI as a way to improve efficiency, reduce waste, and support better decision-making through tools like drones, sensors, and automated machinery. However, others worry about issues such as the high cost of these technologies, data privacy, potential job changes, and increased dependence on large tech companies. These mixed perspectives show that AI in agriculture is complex, with both opportunities and challenges that need to be carefully considered as farming continues to evolve. Objectives 1.Describe how AI and automation are currently used in modern agricultural operations. 2. Explain the benefits, challenges, and ethical considerations of implementing AI on farms. 3. Evaluate how AI may shape the future of agriculture and the skills young agriculturists need to succeed. Prelistening Questions (open ended- formative) 1. What do you already know about how technology is used in farming today? 2. How do you think AI could help or hurt agricultural operations? 3. Why might data be important for farmers who use technology on their farms? Guided Questions (multiple choice, fill in the blank, short answer)  According to the first interview, what is one major concern farmers have about AI technology? A. Farmers are worried AI will replace all crops B. Data privacy and who controls agricultural data C. AI technology is only available outside the U.S. D. AI makes livestock more aggressive 2. According to the interview, what major factor makes AI valuable in farming? A. It replaces veterinariansB. It analyzes huge amounts of farm dataC. It eliminates all manual laborD. It guarantees higher milk prices 3.What economic challenge currently limits full robotic milking? A. Lack of trained techniciansB. Inconsistent milk qualityC. Safety risks for cows D. High repair and maintenance costs 4. What was Jason's main concern when he thinks about AI in agriculture? A. It will increase crop yields. B. It will reduce the need for tractors. C. It represents "the unknown" and may increase costs. D. It will make farming more fun. 5. According to Jason, what important aspect of farming does aI Lack? A. The ability to drive tractors. B. Ability to plant seeds. C. Skills to calculate feeding rations. D. Intuition and sensing when something is wrong. Postlistening Questions (align with objectives, openended, understand level, summative, thought provoking) 1.Based on the interview, how do you think AI could transform the daily work of farmers in the next decade? 2.What ethical responsibilities do farmers have when implementing AI and automation on their operations? 3.What skills and knowledge do you believe young agriculturists should develop now in order to work with AI-based technologies in the future? Rubric Level 1- 1 pt-Answers the questions with lack of detail. Level 2- 2 pt-Answers the questions in detail, but lacks key points. Level 3- 3 pt- Answers the questions in detail while hitting key points. (points are aligned based on how they answer the post listening questions- for all 3 questions)

    40 min
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About

Squabbles of the Soil is a podcast where we discuss different issues in agriculture and how they affect the current industry. This podcast series was first created and produced by agriculture students in the Fall 2020 "Debate and Discussion in Agriculture" course at Middle Tennessee State University. Each fall, a new group of students adds to the podcast episodes. The MTSU School of Agriculture does not endorse any specific opinion shared in this podcast series.

Information

  • Creator
    MTSU Collegiate FFA
  • Years Active
    2021 - 2025
  • Episodes
    55
  • Rating
    Explicit
  • Copyright
    © MTSU Collegiate FFA
  • Show Website
    Squabbles of the Soil