41. NCSU AEE327 - Summer Programs In Agricultural Education Participate in professional development activities available to agriculturaleducation teachers during summer months. Course Instructor http://www.cals.ncsu.edu/agexed/aee327/327index.html

AEE 327 - Conducting Summer Programs in Agricultural Education NCSU AEE Dept E-Mail the Webmaster Course Information WebCT and Discussion Board (Requires NCSU login and password) E-mail Dr. Croom Here Syllabus Introduction This course is designed to familiarize students with the summer program component of an agriculture education program. Students in this course will participate in selected summer activities of an agriculture education program and reflect upon their experiences. Students will also develop a summer program plan. Some of the activities in which students might participate include Supervised Agriculture Experience program visits, professional development workshops, FFA activities, classroom and laboratory management activities. Course Objectives The course objectives are: Describe activities conducted by secondary agricultural education teachers. Provide individualized instruction to students while supervising agricultural experience programs conducted by students during summer months. Plan and conduct activities for FFA members during the summer months. Develop a plan for a complete summer program in agricultural education.

42. AGED-AGRICULTURAL EDUCATION students. Credit/no credit grading only. 2 activities. AGED 200 SpecialProblems in agricultural education (14). Individual investigation http://www.calpoly.edu/~acadprog/2003depts/cagr/aged_dept/agedcrs2003.html

AGED-AGRICULTURAL EDUCATION 2003-05 Catalog Agricultural Education and Communication Department AGED 102 Personal Assessment (2) (CR/NC) Designed to increase the student's academic, career, and personal self-assessment as it relates to the educational process. Study skill methods, campus academic regulations, available resources and issues that face many university students. Credit/no credit grading only. 2 activities. AGED 200 Special Problems in Agricultural Education (1-4) Individual investigation, research, studies or surveys of selected problems in Agricultural Communication/Agricultural Education. Total credit limited to 8 units, with a maximum of 4 units per quarter. Prerequisite: Consent of department head. AGED 202 Introduction to Agricultural Education and Communication (2) Overview of agricultural education career pathways including goals and purposes. Kinds of classes and types of programs. Qualifications essential to success in teaching agriculture. Planned program of studies to meet requirement for teaching agricultural communication or international agriculture. 2 lectures. AGED 220 Agriculture Youth Conferences (2) (CR/NC) Problems encountered and practices applied during the conduct of the annual FFA State Convention. Methods, procedures and materials adapted for use by the student in developing the committee system to produce conferences, conventions and workshops of all kinds and sizes. Total credit for AGED 220 and AGED 221 limited to 6 units. Credit/No Credit grading only. 2 activities. Prerequisite: Consent of instructor.

43. AGED-AGRICULTURAL EDUCATION, 300-400 Level 1 lecture, 2 activities. AGED 440 Student Teaching in agricultural education (612)(CR/NC). Off-campus assignment to a selected cooperating public school. http://www.calpoly.edu/~acadprog/97depts/97aged/agedud.htm

AGED-AGRICULTURAL EDUCATION, 300-400 Level AGED 330 FFA and Supervised Agriculture Programs (6) Implementation processes and operational procedures for initiating, conducting and integrating FFA activities and SOE Programs appropriate to community, school and student needs. Demonstration, application and observation of practices and techniques utilized by agriculture instructors in conducting organized classroom, shop, school farm, laboratory and home visit instruction in agriculture, FFA and SOE activities. 3 activities, and supervision. Prerequisite: AGED 202. AGED 339 Internship in Agricultural Education (1-12) (CR/NC) Selected Agricultural Education students will spend up to 12 weeks with an approved agricultural firm engaged in production or related business. Time will be spent applying and developing production and managerial skills and abilities. One unit of credit may be allowed for each full week of completed and reported internship. Degree credit limited to 6 units. Credit/No Credit grading only. Prerequisite: Consent of internship instructor. AGED 350 Undergraduate Field Experience (1) (CR/NC) Presentations and group discussions of activities and programs unique to teaching vocational agriculture in California secondary schools. Credit/No Credit grading only. 1 lecture. Prerequisite: AGED 202 or consent of instructor. Concurrent: AGED 351.

44. 2003-2004 Agricultural Education Calendar Of Activities agricultural education. 20032004 Major activities Calendar. Dates, Event, Location.July 9 - 11, Virginia agricultural education Teachers Conference, Wytheville. http://www.pen.k12.va.us/VDOE/Instruction/CTE/ag/agevents.html

Agricultural Education 2003-2004 Major Activities Calendar Dates Event Location July 9 - 11 Virginia Agricultural Education Teachers Conference Wytheville October 29 - November 1 National FFA Convention Louisville, KY January 30 - February 1 Young Farmers of Virginia Convention Williamsburg June 21 - 24 State FFA Convention Blacksburg July 6 - 9 Virginia Agricultural Education Teachers Conference Danville Top VDOE CTE Web site

45. AISE 8103 International Agricultural Education Develop an understanding of countryspecific international agriculture and extensioneducation programs. This will be in the list of learning activities. http://www.msstate.edu/dept/ais/8103/

International Agricultural Education Human Resource Collaboratories: An Experiment in Online Learning Course Objectives Web-Assisted Text Library ... Policies AISE 8103 Class Description As cited from the 2000-2001 Bulletin of Mississippi State University Three hours lecture. Examination of formal and non-formal agricultural education systems and related situations and processes which influence agricultural development in developing countries. Email Instructors For information about the instructors, classes they teach, and student email addresses, go to the "Instructors" page. Lead Instructor: Dr. Gary J. Wingenbach - gwingenb@ais.msstate.edu Collaboratory Members: Dr. Gary J. Wingenbach Assistant Professor Agricultural Information Science and Education Mississippi State University gwingenb@ais.msstate.edu Dr. Barbara G. Ludwig Department of Extension Ohio State University Extension ludwig.2@osu.edu Dr. Mohammad Chizari Associate Professor Agricultural Extension and Education Tarbiat Modarres University Tehran, Iran mchizari@modares.ac.ir

46. Agricultural Education Successful Practices 580) 3380994 Occupational Division agricultural education, My most successful practicefor assessing student performance is project-based learning activities. http://www.okcareertech.org/careertechconnect/pages/sucprcag.htm

Agricultural Education Duty A - Develops Relationships with Business/Industry and Community Duty B - Develops Course Curriculum Duty C - Promotes the Education/Training Program Duty D - Prepares For Instruction Duty E - Facilitates Instruction Duty F - Manages a Learning Climate Duty G - Assesses Student Performance Duty H - Advises Students Duty I - Manages Tools, Equipment, Supplies and Materials Duty J - Supports Student Organizations and Activities Duty K - Maintains Course Effectiveness Duty L - Performs Teaching-Related Activities Duty M - Continues Professional Development Use back button on browser to return to previous page Duty E - Facilitates Instruction Teacher Name: Shawn Marie Murray School: Medford High School School Address: 301 N. Main City, State, Zip: Medford, OK 73759 School Phone: (580) 395-2339 School Fax: (580) 395-2391 Occupational Division: Agriculture Education My most successful practice for facilitating instruction is the idea of self-learning atmosphere I provide for my students. The students I teach have the opportunities to get the experience of hands on learning with the production agriculture, horticulture, and animal science classes I teach. A lot of class time has been spent using the technology available to my students by doing presentations with power point, researching information on internet for speeches, record keeping, and many FFA awards. Medford Public School has state of the art technology system in place, that is accessible to all students' grades K-12.

47. Agricultural Education - Resources Oswegatchie educational Center. This is an educational, recreational retreat centerwhere most of the agricultural education program activities take place. http://www.emsc.nysed.gov/workforce/agriculture/resources.html

Overview Program Management Learning Standards Professional Development ... Facilities Guidelines Oswegatchie Educational Center www.oswegatchie.org Student Leadership Development Competitive events and projects on an individual, team, and local chapter basis aid in the accomplishment of the performance objectives of the respective instruction. The New York Association of FFA is known to be a very effective vehicle in infusing a student-centered community-based approach to agricultural education. The charter establishing the New York Association of FFA by the Board of Regents is recorded as Number 9938 and adopted on May 23, 1969. To develop character, train for useful citizenship and foster patriotism, and develop competent agriculture leadership; To create interest on the part of members in the intelligent choice of agricultural occupations; To encourage members to acquire skills and work experience in preparation for careers in agriculture; To participate in cooperative activities and worthy undertakings for the improvement of agriculture;

48. Agricultural Education - Graduation Requirements An agricultural education sequence may include a maximum of 1/2unit of credit forapproved advanced student leadership development activities in the National http://www.emsc.nysed.gov/workforce/agriculture/graduation.html

Overview Program Management Learning Standards Professional Developmen t Facilities Guidelines Resources Sequences in Career and Technical Education Students intending to apply an Agricultural Education sequence toward a Regents diploma must complete a minimum of four units in a State or State-approved sequence. The sequence should include an area of study emphasis selected from within one of the three Agricultural Education program clusters: Agricultural Production and Science Occupations Cluster; Agricultural Business Management and Service Occupations Cluster; and Natural Resources and Ecological Occupations Cluster. A four unit sequence in Agricultural Education must include all required units and an approved combination of alternative units. The Agricultural Education program cluster(s) and area(s) of study emphasis that a school will offer are to be determined by the Agricultural Education faculty, in conference with the Agricultural Education program consultant committee and the school's administrators. An Agricultural Education sequence may include a maximum of 1/2-unit of credit for approved advanced student leadership development activities in the National FFA Organization Program. Such approved activities must be beyond the FFA instruction and activities integrated in the school day during the school year, and all objectives of the Advanced Student Leadership in Agriculture Standard of Instruction module must be met.

49. Agricultural Education Courses will introduce students to the Agriculture education Program at is included in theoverall agriculture program and join and participate in the FFA activities. http://www.jackson.k12.ga.us/jcchs/agried.htm

Agriculture Education Panther Links Agriculture Education Course Grade Prerequisite Description Biotechnology in Agriculture I None The student enrolled in Agriscience Explorations will be exposed to both plant and animal biotechnology and the future of the Agriculture Industry. Topics to be covered will include the scientific method; livestock selection; breeding and genetics; the Aquaculture Industry and its methods; plants and their structure, function, and growth; DNA and RNA; insects; hydroponics; and the FFA. Career, leadership and personal development will also be emphasized. Students will be required to enter a science fair project in the local and possibly the State Agriscience Fair. [Top] Biotechnology in Agriculture II Biotechnology in Agriculture II The student who enrolls in Agriscience Explorations II will continue to build on their experience in both animal and plant biotechnology. A more in-depth look will be given to livestock breeding and genetics; plant breeding and genetics; the Aquaculture, Hydroponics, and Aquaponics Industries, the effects of agriculture on the environment; and leadership, personal development, and the supervised agricultural experience in the FFA. Students will be required to build and further develop their Agriscience projects they began in Agriscience Explorations I and enter their projects in the local and state Agriscience fairs.

50. Communities Interns Majoring In Agricultural Education Jamie was just elected president of the Agriculture education Club. She has participatedin many club activities and served as club treasurer for two years. http://www.lifelearner.iastate.edu/lifeiniowa/internsageducation.asp

Life in Iowa 2004 Calendar For Communities For Faculty ... Home Examine each question in terms of what is ethically and esthetically right, as well as what is economically expedient. A thing is right when it tends to preserve the integrity, stability and beauty of the (natural) community. It is wrong when it tends otherwise. Aldo Leopold A Sand County Almanac For Communities Student interns for summer 2004 with major in agricultural education Amy Burmeister, Agricultural Education Freshman from Mt. Auburn, Iowa aburmei@iastate.edu Amy grew up on a family farm with a 250-head cow operation and row crops. Because of her background, Amy has participated in nearly every aspect of farming. Amy has accumulated a variety of farm-related work experience, including management of the farm, selecting replacement heifers, fixing fences, and building hayracks. Throughout high school, Amy was actively involved in FFA and 4-H, where she held many leadership positions, such as president and vice-president. She also served as a district FFA secretary and attended many leadership conferences. Additionally, Amy was involved with livestock judging for four years and competed at the state and national level.

51. Agriculture Education - Career-Technical (CA Dept Of Education) Association state advisor and staff coordinate and supervise all activities of theCalifornia FFA Association. Local agricultural education instructors serve http://www.cde.ca.gov/ci/ct/ae/

Search Advanced Site Map A-Z Index Professional Development ... Career-Technical Agriculture Education Printer-friendly version Agriculture Education Resources for agriculture education programs, including classroom instruction, leadership, and supervised agricultural experience programs that prepare students for college or entrance into agricultural careers Creating an Integrated Curriculum in Agricultural Education et seq ., as amended by Public Law 105-332), and the Agricultural Education Vocational Incentive Grant Program (California Senate Bill 813 [1983] and California Code of Education Chapter 9. Vocational Education, Article 7, Sections 52460-52462). The programs seek to accomplish four major purposes: Enable local education agencies to improve the curriculum for students enrolled in agricultural education programs through the development and implementation of (a) an integrated academic and vocational curriculum, (b) curriculum that reflects workplace needs and instruction, and (c) support services for special populations. Increase the competence of future and current high school, middle grades, and regional occupational centers and programs agricultural education instructors in developing and implementing a new integrated curriculum, student and program certification systems, technical preparation strategies, and effective instructional methodologies.

52. National Agricultural University Of Ukraine The concept of educational activities at NAU is defined by the university sstatus as a higher education establishment for agriculture. http://eng.nauu.kiev.ua/?id=143

53. SD: Knowledge : Agricultural Education And Training: Issues And Opportunities - agricultural education institutions may not be allowed to obtain additional resourcesthrough advisory or commercial activities, although this situation has http://www.fao.org/WAICENT/FAOINFO/SUSTDEV/EXdirect/EXre0005.htm

Posted May 1997 Agricultural Education and Training: Issues and Opportunities - Part II Previous Next 1. The role and challenges of agricultural education and training The role of Government Government participation in the direct management of educational institutions varies considerably from country to country. However, the overwhelming majority of higher and intermediate level institutions where agriculture is taught in the developing countries are dependent on government. In general, objectives, organizational structure and resources are determined by national policies, which also define the relationships between education, research and extension. Under these conditions, agricultural education is essentially seen as an instrument of the agricultural and/or educational policy of the government and oriented towards national objectives as they are perceived and defined. In many countries, especially those which have recently become independent and those that had centrally planned economies, agricultural education and training was designed mainly to prepare officers for the administrative and technical services for rural and agricultural development, state farms and training centres. This situation of close dependency on government led to a rigidity in programmes and teaching methods, staff recruitment and mobility. Dependency on governments also affects operational budgets. Teaching resources, technical equipment and out-of-school activities are often cut back as national economic problems arise. Agricultural education institutions may not be allowed to obtain additional resources through advisory or commercial activities, although this situation has changed in recent years in some countries.

54. SD: Knowledge : Partners In Sustainable Development: Linking Agricultural Educat Most agricultural education institutions have few activities related to ruralcommunities and small farmers, and as a result play a minimal role in local http://www.fao.org/sd/EXdirect/EXan0007.htm

Posted June 1996 Partners in Sustainable Development: Linking Agricultural Education Institutions and Farmer Organizations by L. Van Crowder, Agricultural Extension Officer Agricultural Extension and Education Service (SDRE) FAO Research, Extension and Training Division The problem While most agricultural education institutions in developing countries were created with the mandate of contributing to national and local development, few are effectively playing this important role. One problem is the distance or alienation between educational institutions and rural communities as well as a lack of linkages with "grassroots" development organizations such as farmer organizations (FOs). Farmer organizations are owned and governed by farmers and work for farmers' interests. They are organizations by farmers for farmers. They include farmers' associations, farmers' unions, agricultural cooperatives and chambers of agriculture. A distinction should be made between FOs, which are accountable to farmers through their elected representatives, and NGOs which may work for farmers, but which are not governed by them. FOs can be effective mechanisms for agricultural education institutions to achieve linkages with rural communities and play a more active developmental role. In this regard, one of the recommendations of the FAO round table on "Strategy Options for Intermediate and Higher Level Education in Agriculture", held in Maracay, Venezuela in 1991, was that "agricultural education institutions should participate in rural development activities..." through "contact with the rural milieu.." in order to address "real problems of the agricultural sector".

55. Sustainable Agriculture Research And Education - For Educators - Home Page PDP grants sponsor such activities as running workshops, creating educational manualsand for SAREPDP coordinators and other agricultural educators http://www.sare.org/coreinfo/educators.htm

SARE Provides Grants and Information to Improve Profitability, Stewardship and Quality of Life About Us Get a Grant Project Reports ... Home Topics: Animal Production Crop Production Economics/Marketing Integrated Systems Pest Management Soil Management Success Stories Vegetables/Fruit For For Educators For Researchers For Consumers ... Join the Discussion SANET-MG listserv For Educators Photo courtesy of USDA-NRCS. This page is designed for agricultural educators - such as Extension and NRCS staff, nonprofit organizations and crop consultants. If you work with farmers and ranchers to help them achieve their sustainability goals, read on for tools you can use. Professional Development Program Begun in 1994, the Sustainable Agriculture Research and Education (SARE) Professional Development Program provides sustainable agriculture education and outreach strategies for Cooperative Extension System and Natural Resources Conservation Service staff and other agricultural educators who work directly with farmers and ranchers. Administered and funded by SARE, the Professional Development Program receives annual congressional allocations of about $4.5 million. More Grants for Educators SARE's Professional Development Program funds activities that educate ag professionals in up-to-date strategies and technologies to help farmers and ranchers increase profits and lessen environmental impacts. Funded through competitive grants awarded in SARE's four regions, PDP grants sponsor such activities as running workshops, creating educational manuals and videos, and conducting on-farm tours and demonstrations.

56. National FFA Organization > Agricultural Education and promote diversity in agricultural education and FFA. National Chapter Award ProgramThis award focuses on a complete, balanced Program of activities for a http://www.ffa.org/programs/

Students Chapters Educators State Staff ... Supporters National FFA Organization Site Index Contact FFA Click to Bookmark This Page Search ffa.org All of FFA Website Downloads Online Store Convention The FFA award programs are real-life tests of what is learned in the classroom, in FFA and in supervised agricultural experience programs (SAE). There are many ways you can excel through FFA. FFA programs and awards offer recognition for the member's achievements in agricultural learning, leadership and development as a well-rounded FFA member. Watch here over the next few months for upcoming deadlines, applications and events notices. 2004 National FFA Convention UPDATED! The CDE Program Handbook has been updated and now available online. Click Here Explore the FFA programs Agri-Entrepreneurship Focuses on entrepreneurship - the values, requirements and challenges of owning your business. Agriscience Awards and Fair Recognizes individuals who are studying the application of scientific principals and emerging technologies in agriculture.

57. FFA > SAE: Supervised Agricultural Experience > Program Information Students are supervised by agricultural education teachers in and achievement of theireducational and career goals. or supervise the student s SAE activities. http://www.ffa.org/programs/sae/

Students Chapters Educators State Staff ... Supporters National FFA Organization Site Index Contact FFA Click to Bookmark This Page Search ffa.org All of FFA Website Downloads Online Store Convention Supervised Agricultural Experience Programs (SAEs) With supervised agricultural experience programs (SAEs), a student designs a program to gain hands-on experience and develop skills in agricultural career areas that interest them. A SAE program is the actual, hands-on application of concepts and principles learned in the agricultural education classroom. Students are supervised by agricultural education teachers in cooperation with parents, employers and other adults who assist them in the development and achievement of their educational and career goals. The National FFA Organization does not select, control or supervise the student's SAE activities. Contact: sae@ffa.org Four Basic SAE Types Exploratory Learn about the 'big picture' of agriculture and its many related careers. Research/Experimentation and Analysis Conduct research or analyze information to discover new knowledge.

58. Agricultural Education Every student of Food, agricultural and Environmental Science education has an equalopportunity to participate in local, state, and national FFA activities. http://www.state.nj.us/agriculture/rural/ag_ed/faestap.htm

New Jersey Standards for a Quality Food, Agricultural and Environmental Science Education Program The national MISSION STATEMENT of Food, Agricultural and Environmental Science Education: "Food, Agricultural and Environmental Science Education prepares individuals for careers, builds awareness and develops leadership for the systems of food, fiber, and the environment." What is the Definition of Food, Agricultural and Environmental Science Education? The following definition was adopted by the New Jersey State Food, Agricultural and Environmental Science Education Advisory Council: "Food, Agricultural and Environmental Science Education prepares people for careers and professional leadership in production, processing, marketing, and distribution of agricultural products, and for related careers in plant and animal technology (including aquatic life), economics, education, mechanics and engineering, natural resources and environmental technology, politics, sociology, and international relations and trade." How can you tell if it is a Quality Food, Agricultural and Environmental Science Education program?

59. Youth Development&Agricultural Education Rest assured that the quality of the key educational activities (4H Youth program,agricultural education undergraduate and graduate programs and the http://www.four-h.purdue.edu/newdept.html

Youth Development and Agricultural Education Created on July 11th, the Purdue University Board of Trustees made official the creation of a new department at Purdue University. The Department of Youth Development and Agricultural Education combines the strengths of the former Department of 4-H Youth, the Agricultural Education program and the undergraduate program in Agricultural Communication. The synergistic effects created with the combination of 4-H Youth, Agricultural Education and Agricultural Communication provide the new department with a unique combination of skills and resources that will affect how youth develop and learn in both formal and informal educational settings. We will be a key player in the discovery, development, implementation and evaluation of: new approaches to positive youth development; new educational methodologies for use in formal and informal educational settings; and, effective communications strategies in the areas of science and risk education. Rest assured that the quality of the key educational activities (4-H Youth program, Agricultural Education undergraduate and graduate programs and the undergraduate program in Agricultural Communication) conducted by the three former entities will NOT be diminished. To the contrary, we fully expect that the synergistic impact gained from the new department will make each and everyone of those activities even stronger.

60. Sustainability In Higher Agricultural Education Main activities in year 97/98 A survey was executed and A European symposium wasorganised on Sustainability in higher agricultural education programmes in http://www.sls.wau.nl/sihe/

The Concept of Sustainability in Higher Agricultural Education in Europe DEMETER Activity 3 - the Concept of Sustainability study Background The value of incorporating environmental aspects in the curricula of higher agricultural and related sciences education has been recognised widely over the past decade. Originating from the growing environmental awareness in the 1980s, higher agricultural education has been widely acknowledged as a vital resource for bringing about change with regard to the use of natural resources. However, the way these sustainability themes are addressed and have been integrated successfully into these programmes has remained uncertain. The concept of sustainability in agriculture and the food chain is both popular and ill-defined. To be able to use the concept in a more unequivocal way in curriculum development, it is necessary to create a basic level of conceptual clarification. Furthermore, there is a widely felt need for students, teachers and policy makers to explore the conceptual understanding of what sustainability entails, and to make the concept operational in courses and study programmes. To explore a conceptual clarification of the concept, and facilitate the exchange of experiences and examples of practices with the integration of sustainability in courses and study programmes, the European Community has initiated a 2-year project under the DEMETER programme. This programme is initiated under the eagis of the EU SOCRATES Thematic Network for Agriculture, Forestry, Aquaculture and the Environment (AFANet).

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