September/ The Agricultural October 2013 Volume 86 EDUCATION Issue 2 M A G A Z I N E

Agricultural Education Magazine Potpourri THEME EDITOR COMMENTS What’s in Your Toolbox? by Deborah A. Boone challenges FFA members and chap- collegiate levels. The boundaries ters to become actively involved of your school district, your county, s I headed off on my own, in their schools and communities state or nation should not be barriers my father had a special through service-learning. The article to reaching out and preparing stu- gift for me…my very own by Slavkin and Sabastian explores dents to function in a global society. Atoolbox! He had spent a service-learning as an educational good bit of time collecting a set of strategy while meeting the diverse As we look to engage students in- key tools he knew I would need and a needs within the communities. They ternationally, we also need to engage few items he thought would come in walk you through understanding the agricultural education students with handy. Knowing he could not send concept of service-learning to how the National FFA well beyond their the tool shed with me, he included his to identify a project and community high school graduation. Crutchfi eld faith in me to be able to use or adapt partners, implementation and evalua- describes how the Agricultural Career the array of tools to fi t the occasion tion of the project. Network (AgCN) is designed to help as needed. This issue of The Agricul- fulfi ll the third tenant of the FFA’s tural Education Magazine is a Pot- The authors of the next two ar- mission to help members achieve pourri of “new tools” for agricultural ticles challenge us to think outside career success. AgCN helps students educators to add to their educational the box when looking for opportuni- build portfolios while in high school, toolbox. ties to expose students to the global- which can be maintained and utilized ization of agriculture. Often we shy well past graduation and into their The article “Differentiation in Ac- away from international agriculture chosen career paths. tion,” clearly lays out how differenti- because it is viewed as necessitating ated instruction should look and feel a study of a broad component. We All the articles in this Potpourri in the classroom to meet the various can develop a sense of international issue provide unique ways to enhance student needs. “Skill-based Student agriculture and understanding of the the classroom experience for all ag- Assessment” provides a means to cultures around the world, by infus- ricultural education students. I hope measure growth during a skill-based ing information about our link to that you fi nd many new tools here to agricultural mechanics project. The other countries through agricultural add to your personal “toolbox.” Take article on using multimedia in the commodities, their foods and dietary the concepts and adapt them to fi t classroom, offers suggestions of how conditions, and by arranging opportu- your situation and classroom. to improve the integration of multi- nities for cultural interaction involv- media to introduce a topic, provide ing international exchange students an example or assess comprehension or with residents who have lived in by connecting videos and YouTube to a foreign country. When it comes classroom objectives. “Training the to understanding global agriculture Agriscience Dragon,” offers insight and the need to prepare our students into how to motivate students to think to think globally, there should be no like researchers and seek practical box…it is wide open and fertile soil applications. for cultivating global understand- Dr. Deborah A. Boone, the Septem- ber/October Theme Editor, is an As- “Living to Serve” taken from the ing and cultural diversity among our sociate Professor at West Virginia last line of the National FFA motto, students both at the high school and University.

Editor’s Comments: Occasionally I have the problem of too much material for an issue. This issue Dr. Harry N. Boone, is an example. I was on the verge of cutting two articles. By eliminating my Jr., is a Professor editorial, I saved enough space to add one article. Even with this move I had to at West Virginia tell one group of authors that I could not publish their article. I will work to get University and Editor the article in a future issue but it is diffi cult telling someone that their work will of The Agricultural not be published. Enjoy the variety of articles in this Potpourri issue. Education Magazine.

2 The Agricultural Education Magazine CONTENTS Theme: Agricultural Education Magazine Subscriptions Potpourri Subscription price for The Agricultural Education Magazine is $15.00 per year. Foreign subscriptions are $25.00 (U.S. currency) per year for surface mail, and $40 (U.S. currency) Editor’s Comments ...... 2 foreign airmail (except Canada). Orders must be for one year by Harry N. Boone, Jr., Editor or longer. We can accept up to a three year subscription. Refunds are not available. Please allow 4 - 6 weeks delivery of fi rst magazine. Claims for missing issues cannot be Theme Editor Comments: honored after three months from date of publication, six What’s in Your Toolbox? ...... 2 months for foreign subscriptions. Single copies and back issues less than 10 years old are available at $5 each ($10.00 by Deborah A. Boone foreign mail). All back issues are available on microfi lm from UMI University Microfi lms, 300 North Zeeb Road, Theme Articles: Ann Arbor, MI 48106. UMI University Microfi lms telephone number is (313) 761-4700. In submitting a subscription, designate new or renewal and provide mailing address Differentiation in Action: From the Lesson Plan to the Assessment, including ZIP code. Send all subscriptions and requests for Using Differentiated Instruction to Improve Career and hard copy back issues to the Business Manager: Jay Jackman, National Association of Agricultural Educators (NAAE) 300 Technology Skills for the Modern Workplace ...... 4 Garrigus Building, 325 Cooper Drive, The University of by Michelle Pavelock & Julie Harlin Kentucky, Lexington, Kentucky 40546-0215, Phone: (859) 257-2224, FAX: (859) 323-3919. E-mail: [email protected] Skill-based Student Assessment: As Easy as 1.2.3…4 ...... 7 by Nathan D. Clark, Kellie J. Enns, Jordan “Jo” Johnson Article Submission Articles and photographs should be submitted to the Editor or Theme Editor. Items to be considered for publication Improving the Integration of Multimedia in the Ag Ed should be submitted at least 90 days prior to the publica- Classroom ...... 10 tion date of the intended issue. All submissions will be acknowledged by the Theme Editor and/or the Editor. No by Gaea Wimmer Hock items are returned unless accompanied by a written request. Articles should be approximately four double spaced pages Training the Agriscience Dragon ...... 12 in length (1500 words). Information about the author(s) should be included at the end of the article. Photos and/or by Kellie Enns & Sophie Testerman drawings appropriate for the “theme issue” are welcomed. Photos/drawings should be submitted in an electronic format (jpg or tiff format preferred – minimum 300 dpi). Living to Serve: National FFA Organization and Do not imbed photos/drawings in the Word document. A Service-Learning ...... 14 recent photograph (jpg or tiff format preferred– minimum by Michael Slavkin & Stefonie Sebastian 300 dpi) of all authors should accompany the article un- less photographs are on fi le with the Editor. Articles in the Magazine may be reproduced without permission but Infusing Globalization into the Agriculture Classroom ...... 18 should be acknowledged. by Kristin Kovar Editor Dr. Harry N. Boone, Jr., Professor, Agricultural and Globalizing School-Based Agricultural Education: Are We Extension Education, West Virginia University, PO Box 6108, 2054 Agricultural Sciences Building, Morgantown, Preparing Students to Help Serve the World? ...... 20 West Virginia 26506, Phone (304) 293-5451, FAX: (304) by Daniel D. Foster & R. Kirby Barrick 293-3752.

E-mail: [email protected] AgCN: Engaging Agricultural Education Students for a Lifetime ...... 25 Publication Information by Nina Crutchfi eld The Agricultural Education Magazine (ISSN 0732-4677), published bi-monthly, is the professional journal of agricultural education. The journal is published by The The 2014 Agricultural Education Magazine Themes ...... 27 Agricultural Education Magazine, Inc. at 300 Garrigus Building, The University of Kentucky, Lexington, Kentucky 40546-0215. Statement of Ownership ...... 28 Periodicals Postage Paid at Lexington, Kentucky and at additional mailing offi ces.

POSTMASTER: Send address changes to The Agricultural Education Magazine, attn: Jay Jackman, 300 Garrigus Building, The University of Kentucky, Lexington, Kentucky Cover Photo: Students learning about greenhouse production at Yeoju Self 40546-0215. Phone: (859) 257-2224, FAX: (859) 323-3919. Management School in South Korea. (Photo courtesy of Daniel D. Foster)

September October 2013 3 THEME ARTICLE Differentiation in Action: From the Lesson Plan to the Assessment, Using Differentiated Instruction to Improve Career and Technology Skills for the Modern Workplace by Michelle Pavelock & Julie Harlin The fi rst week of school is dif- following example, a standard objec- fi cult, especially in agricultural sci- tive is taken from an equine science he term “differentiated in- ence. Students often pop in and out course. Objectives for special educa- struction” has become a deciding which electives to take. This tion students, regular education stu- fi xture in today’s educa- week should be utilized to learn about dents, ESL students, and gifted/tal- Ttional culture, replacing each student and assess their current ented students are presented. Please some of the old buzz words such as level of knowledge. This can be done note, this is for the same general ob- mainstreaming and inclusion (Hall, in many ways. jective. It is only slightly modifi ed for Strangman & Meyer, 2009). Many each subgroup. Modifying objectives educators, however, still struggle First, for special needs students, will then help the educator form a les- with the look and feel of differentiat- they should have paperwork that is son that is not only differentiated in ed instruction. Defi ning it is the easy brought to the teacher. This paper- terms of learning but also in terms of part; however, describing how to put work should outline required modifi - assessment later by setting the crite- it into practice and what it should cations and accommodations for each ria and mastery standard. look like is much more diffi cult for student, and although the laws from even experienced educators to envi- state to state vary in terms of the level 1) The student analyzes equine sci- sion. Knowing the basics from lesson of access each teacher can have, one ence as it relates to the selection of planning to assessment can assist ed- thing is certain: teachers must follow horses. The student is expected to: ucators in breaking down the process those modifi cations because they are for ease in utilization. Differentiating the law. (A) recognize the importance of the is as important for the educator as it equine industry; and is for the student. Special education is just one of the many labels that today’s students (B) evaluate and select horses. The basic function of differenti- walk through the door with. Gifted This is a general equine science ated instruction is to reach each stu- and talented, English as a Second objective that would be evaluated dent at their level. The teacher must Language (ESL), and economically through a traditional 70% mastery. be prepared to accommodate and disadvantaged are just a few. Trying For a special needs student this ob- modify to help make learning more to get to know and understand the jective would need to be modifi ed meaningful, but how can an educator needs of every student for a second- slightly in order for them to show reach every student during one les- ary teacher can be a very daunting mastery. The objective for the special son? The answer is simple: break it task. However, it is essential that the education student should be modifi ed down! teacher understands the needs of each to fi t their ability level and refl ect the learner. Getting to Know Your Students level of mastery and assessment in it Developing Meaningful and Mea- as well. The key to genuine differentia- surable Objectives tion is knowing the individual needs “Utilizing videos and teacher of each student. This is important be- Getting to know each student can prompting as needed, the student will cause in order to meet each student’s lead into forming more meaningful be able to list two reasons the equine needs we must know their current objectives for the lesson. Objectives industry is important in today’s soci- level of knowledge in order to modi- are one of the most valuable tools ety when asked by the teacher on 3 fy work or accommodate them in any for educators in differentiation. It is out of 4 trials.” other way. Without knowing each from these daily objectives that the This objective is written to set a student individually, true differentia- educator can adjust the lesson to the solid way to measure. The expecta- tion cannot occur. individual needs of students. In the

4 The Agricultural Education Magazine accuracy on the end of les- tive strategy being listed as lecture. son assessment.” Teachers must utilize Bloom’s taxon- omy (Bloom, 1956) to address learn- Many agricultural sci- ing styles and multiple intelligences ence teachers will have stu- within each classroom. dents in their classes that are already profi cient in a partic- Regardless of which teaching- ular area, in this case equine learning model the teacher chooses science. In order to enrich to follow, the bottom line is that in- this topic for these students, formation should be conveyed to the the teachers should require students in a way that they are able to more rigor within the same internalize and synthesize. Some lec- lesson. To accommodate ture is necessary at times and whole these students, an objective group instruction can be utilized as could be modifi ed in the fol- well, but when an instructor relies lowing way: on those methods of instruction too much they are not able to differenti- “At the completion of this ate because they are not able to indi- unit, the student will re- vidualize instruction. search and present an oral report utilizing fi ve refer- For example, when presenting ences that outlines the ways the lesson in equine science, the in- in which the equine industry structor may begin with an introduc- tion for this particular student is to is important to the United tion about the equine industry. From list two reasons the equine industry is States economy and demonstrates the that introduction, the instructor will important. If this student can do this proper selection criteria of horses as utilize several student engagement for 3 out of 4 trials, they would have based on AQHA guidelines and FFA strategies from cooperative learning, mastered this objective. This objec- contest rules.” learning stations or centers, and even tive might also fi t the needs of all games to help make the information Objectives can be modifi ed in the special education students in the more meaningful. Pairing advanced any way the instructor sees fi t to ad- room, or their ability level and back- learners with special needs learners dress the needs of the students in the ground knowledge may vary so much can be a form of differentiation as class, but those objectives must be that separate goals need to be made. well. As the learning pyramid states, measurable and appropriate for the teaching others is the highest level of For the ESL learner, vocabulary students in the room. In order for ev- student engagement. Allowing stu- is a major component of the educa- ery student to achieve mastery, they dents within the class to partner with tional process. It would not be neces- must have an objective that fi ts their or teach others requires that they are sary to change the general objective level of knowledge and ability. synthesizing the information, using itself, but rather add an additional Presenting the Lesson critical thinking skills, and showing objective to cover any necessary vo- understanding. The other student is cabulary that accompanies this les- Once the objectives have been also engaged in the learning process son. Again, this objective is for a par- prepared, the teacher then must pres- by receiving direct instruction and ticular subgroup and addresses their ent the information in a meaning- being given immediate feedback. needs, which in this case is vocabu- ful way. Differentiation means that lary. The teacher is also setting the instructional strategies are used to Regardless of the instructional mastery level at 70% and lists how it reach every learner. There are several strategies used, as long as every stu- will be assessed at the end of the unit. models to help the teacher determine dent is engaged at some level, dif- the best ways to differentiate. ferentiation is taking place. The key “The student will be able to defi ne is student engagement. Agricultural key vocabulary when used conversa- The Learning Pyramid (ntl.org, science uses hands-on learning as tionally regarding equine selection as 2005) states that the highest and best a cornerstone of its curriculum; dif- evaluated by teacher checklists and form of meaningful learning is to ferentiation is naturally occurring in multiple choice questions for 70% teacher others, with the least effec- many situations where agricultural

September October 2013 5 science teachers have often grouped tance of cleaning up a work area can sure that all students can demonstrate students into projects based on ability all be valuable career skills that they success later. Teachers should also level and prior knowledge. may not learn in any other course at feel the freedom to individualize as- school particularly if they are in a life sessment techniques for individual For special needs students agri- skills room most of the day. students. cultural science classes are an oppor- tunity to learn valuable career skills By referring to the IEP meeting In summary, the role of the edu- outside of traditional classroom set- notes and visiting with the parents cator has changed over the years. tings. They are also an opportunity and special education teachers, agri- The demands on teachers are higher to feel successful at school, whereas cultural science teachers can choose in terms of student success and pre- in other courses, they might not ever engagement strategies that meet the paredness to enter the workforce. feel that sense of fulfi llment or suc- needs of individual students and fi nd Differentiation provides the individu- cess. The agricultural science teacher the best ways to involve them in class alized instruction that is necessary in needs to understand that career and activities without compromising today’s diverse classrooms. Engage- technology’s challenge is to prepare safety. Not all students are created ment and differentiation are key ele- students such as these for the work- equally, so preparing objectives and ments for student success. With a place. lessons that refl ect those individual commitment to helping every student needs are the best practice for differ- reach their ultimate potential while The agricultural science teacher entiating. developing skills related to differen- must also be familiar with the career tiated instruction, teachers can be de- pathway of the individual students. Assessing Using Differentiation cisive factor in their classroom. This is determined during Individual- ized Education Plan (IEP) transition Traditionally students are as- meetings and Admission, Review and sessed using paper-based tests. These continued on page 17 Dismissal (ARD) meetings beginning tests may use multiple choice ques- in middle school. During this time a tions, true/false, and essays. In ag- committee, including the student, de- ricultural science, project-based, cides the career pathway best suited authentic and performance-based as- for the student. Teachers should uti- sessments are utilized as well. With lize this information when deciding differentiation, those same forms of the activities and engagement strate- assessment can continue to be uti- gies for each student. lized as long as they are designed to measure what was taught and If a student desires to be a weld- evaluated through the individualized er, is higher functioning, and who’s objectives. It is important for teach- Michelle Pavelock is a Special Edu- disability is reading comprehension, ers to remember that the assessment cation Coordinator at Anderson- teachers should focus on activities should be a direct refl ection of the ob- Shiro ISD in Anderson, Texas. She is that center around that chosen goal. jectives that were originally formed, currently pursuing her Ph.D. at Texas Other classes that may not necessar- especially noting the level of mastery A&M University. ily be about welding should also, uti- expected. lize instructional time to build read- ing skills, agricultural business skills It is also important that teach- such as balancing a checkbook, and ers assess based on the way stu- communication skills that are impor- dents were taught. For example, if tant for employees to possess. students are taught the parts of the oxy-acetylene cutting torch using Disabled students may need more the actual rig, but are assessed using basic training such as good work- an old photocopied picture, it could place communication skills, time be expected that students would not Dr. Julie Harlin is an Associate Pro- management, and appropriate dress. perform well. That doesn’t mean that fessor in the Department of Agricul- Simply helping that student learn teachers should teach to the test, but tural Leadership, Education, and how to water plants, the proper tools they should be aware of assessment Communications at Texas A&M Uni- to use in a greenhouse and the impor- techniques prior to instruction to en- versity.

6 The Agricultural Education Magazine THEME ARTICLE Skill-based Student Assessment: As Easy as 1.2.3…4 by Nathan D. Clark, Kellie J. Enns, and how hard the student is working additional justifi cation for student Jordan “Jo” Johnson during the project, then a vital op- learning outcomes where academic portunity to evaluate the student’s ac- tests are not feasible for demonstrat- eed for Assessment tual growth during a project has been ing student academic growth. missed. Assessing student Utilizing Assessment Tools growth during skill-based The stakes for assessment are Nagricultural mechanics When teaching in the laborato- higher today and the need to bench- projects is not an easy task. Tradi- mark student growth at a more sig- ry, it is common to teach and assess tionally, agriculture teachers assess nifi cant level is necessary. Admin- students related to their knowledge student knowledge on safe practices istrators, state legislators and even about the safe operation of tools and and operation of skill based tools and the Perkins Act are tying teacher per- equipment, typically done prior to equipment prior to project construc- formance, evaluations and funding starting a major project. The tradi- tion. A student’s work attitude or dollars to student performance and tional matrix for this assessment is a work ethic is often the measure of as- assessments, further justifying the simple safety test in which students sessment while completing the proj- increased need that adequate labora- must score a 100% before being al- ect. Finally, there is an assessment of tory assessment is a must in agricul- lowed to operate and perform tasks in the quality upon completion of the ture programs. This opportunity for the lab. This method of assessment is project. Unfortunately, these meth- benchmarking student growth factors adequate for determining how much ods of assessment do not provide and showing progress of growth over knowledge the student has but does any form of feedback of the student’s time is essential for the justifi cation of not allow for assessment of the stu- growth during the project. lab based projects. The use of prac- dent’s performance while using a tool tical and adequate assessment prac- or piece of equipment. When a skill Phipps and Osborne (1988) card assessment, like the sample pro- state “teachers often fail to approach tices in the laboratory may provide evaluation of student performance in the laboratory with the intensity and regulatory given the assessment of classroom achievement.” Labora- tory based projects often take sev- eral weeks to complete and a large amount of class time is usually spent working on project development. This signifi cant time is validated be- cause project based construction al- lows students to practice skills at the highest level of application coupled with important work-place skills such as work ethic, critical thinking, and problem solving, however regular and adequate feedback to students on their performance in class is impor- tant and should play a major role in course design. If a lab project takes several class periods to complete and the only student feedback is related to safety before the project starts, the quality of the project when fi nished

September October 2013 7 indicates the basic step to completing the project. The next column is la- beled procedures and contains more detailed information about complet- ing the individual step. The third and fi nal column is labeled safety/ key points and is there to highlight any specifi c information a student may need to be aware of to be safe or help be more successful. The JOS provides students a detailed set of in- vided for a circular saw is used in ad- make it diffi cult to keep up with as- structions for how to complete a proj- dition to a safety test, not only is there sessments of the student’s growth ect, allowing the instructor to clarify evidence of the student’s knowledge during the project. In order to con- procedural questions from students. from their safety test, but there now tinue to provide feedback to students, If students are provided a blank or is documentation that the student has there must be a matrix to measure partially completed JOS, then class- proven their ability to operate the tool growth. In many instances, instruc- room discussions can provide further as well. tors will start a project by providing engagement for students prior to en- students with a Job Operation Sheet tering the lab to “go to work.” The use of a skills card, as sug- (JOS) which indicates the steps or gested here, allows a teacher to docu- procedures to completing the project. Though a great teaching tool, ment three different levels of com- A traditional JOS has three columns. the JOS does not allow instructors petency achievement (knowledge, The fi rst column is labeled steps and the opportunity to provide feedback probationary, qualifi ed) as well as individual skill achievements (skills numbered down the left side). The teacher will fi rst identify when the student has knowledge of the speci- fi ed skill and date and initial the skills card, a second set of teacher initials will be given when the student is able to perform tasks under direct super- vision of an instructor, and a third set when the student can perform the tasks independently on a project – the highest level of achievement expected in high school laboratories. A skills card also provides an avenue for students to self-assess, allowing for deeper growth and understanding. Further credibility can be given to skills cards by having them validat- ed both in competency achievement (across the top) and skills categories (down the side) by a local industry advisory committee.

Once a student has demonstrated competence in operation of specifi c lab tools and equipment, then it is time for them to demonstrate compe- tence through completion of a proj- ect. Again, the project setting does

8 The Agricultural Education Magazine to students on growth or evaluation which helps the JOS become more of how they are progressing while than a step by step procedure but a working on completing the project. guided tool for assessing growth and A simple solution to this situation is development of a student in multiple to add a fourth column to the JOS la- laboratory settings. beled assessment/evaluation. If each step of the JOS is an opportunity for The value of assessment in edu- the instructor to evaluate and provide cational settings has been justifi ed feedback to students regarding their by policy makers, administrators and Nathan Clark is an instructor in the progress during the project, the JOS teachers. In addition to the general Department of Agricultural and Re- becomes more than a teaching tool practice of assessing to show stu- source Economics at Colorado State or step by step procedure. It is now dent growth, providing students with University. an evaluation tool to provide feed- project based assessments can guide back and document student’s growth student achievement and foster their throughout the project. In addition, growth more effectively. Though the JOS assessment tool provides the challenging, assessment in agricultur- opportunity for the instructor to pro- al mechanics laboratories should be vide structured guidance to students mastered to foster effective instruc- who may be struggling during the tion, student growth measures and project. When students are respon- to assist with teacher performance evaluations. Implementing effective Dr. Kellie Enns is an Assistant Pro- sible for each step of the procedure fessor in the Department of Agricul- and an instructor signs off on their agriculture mechanics assessments through skills cards and Job Opera- tural and Resource Economics at progress during the project, an op- Colorado State University. portunity is created to discuss student tion Sheets can assist in meeting on- progress in a more structured setting. going assessment demands. The instructor, in turn, is not tied to References running around the lab searching for students whom may be struggling, or Phipps, L. J., & Osborne, E. W. being tied up by one student because (1988). Handbook on agricul- they need extra attention. The struc- tural education in public schools tured feedback the JOS assessment (5th ed.). Danville, IL: Interstate provides in the lab is another tool Printers and Publishers. Jordan Johnson is a graduate student and recent program completer in ag- ricultural education teacher licen- sure at Colorado State University.

The Agricultural Education Magazine Article Guidelines 1. The best articles for The Agricultural Education Magazine are the ones that have a clear point and share practices that can be used in the “real world” of teaching agriculture. 2. Final copy should be two to four pages as shown in The Magazine (approximately 1500 words). 3. Articles should be accompanied by a recent headshot photo of the author(s). 4. Authors are encouraged to submit photos and drawings etc. appropriate for the “theme issue.” Make sure the photos are of high quality and they tell the story. Digital photos are acceptable, BUT must be 300 dpi or higher. Please include a cap- tion with each photo. 5. All photographs, drawings, etc., should be sent as stand-alone fi les (jpg, tif, etc.). DO NOT incorporate the photos/draw- ings, etc., into the Word document. 6. Manuscripts should be sent to the Theme Editors if at all possible, however articles may be sent directly to the Editor if that is the preference of the author(s). Theme articles get fi rst priority in article selection for publication. General articles will be used when space is available. 7. Manuscripts are due to the Editor of The Magazine at least 60 days prior to publication. Work closely with the Theme Edi- tor to have a timely submission. 8. If your article is published, you will receive a complimentary copy of the journal along with a letter of congratulations. Additional copies of The Magazine may be available from the Business Manager.

September October 2013 9 THEME ARTICLE Improving the Integration of Multimedia in the Ag Ed Classroom by Gaea Wimmer Hock Step 1 – Identify Possible Multime- tant to watch it before you show it to dia Sources students. Do not fall into the habit s a former high school of quickly searching for a video fi ve agriculture teacher and Take a few minutes to search minutes before class starts and view- current university profes- online for videos and multimedia ing it for the fi rst time with your Asor working with teacher resources that may be connected to students. As the instructor, you do education students and beginning your upcoming lessons. Pay atten- not want to have any surprises. You teachers, I recognize the educational tion to the shows you and your stu- need to make sure the multimedia re- (and entertainment) value of incorpo- dents are watching outside of school source is appropriate both in content rating multimedia into the classroom. and look for examples related to your and delivery. If you are showing a When I taught high school agricul- curriculum. You may be able to tie an small segment of a larger multimedia ture in Kansas, my students looked agricultural concept to a program that source, write down the time to start forward to the class period when they may not be directly connected to agri- and stop the clip. This is especially © would view a Dirty Jobs episode in culture. I remember watching a tele- helpful for showing clips from You- connection to the learning objectives. vised cooking competition in which Tube or other online video sites. I would incorporate multimedia to in- a contestant did not know how lamb troduce a topic, provide an example, was raised and had it confused with Step 3 – Connect Curriculum to or assess students’ comprehension of veal production. The host corrected Video a specifi c concept. her mistake and educated her on how lamb is traditionally raised. This was After you have viewed the clip The term multimedia can be a perfect example of the need for ag- and found it appropriate and perti- defi ned in a variety of ways. For ricultural literacy and could be used nent to the lesson, think about what purposes of this article I will be us- in a wide variety of agriculture cours- concepts or examples of agriculture ing the term to encompass television es. Be an active viewer and ask your episodes, movies, YouTube clips and students to help you fi nd pertinent The following list provides a sample other forms of video used as a teach- multimedia to show in the classroom. of the many multimedia resources ing tool. The availability of multime- (television episodes and movies) that dia resources has greatly improved As you fi nd multimedia sources contain agricultural content: the last few years. Online streaming for use in your classroom, please keep provides agricultural educators many in mind the Fair Use in Education • Deadliest Catch opportunities to reinforce learning copyright laws. To adhere to copy- • Dirty Jobs with the help of these “edutainment” right law, the video must be shown • Dog Whisperer resources. However, teachers must for non-profi t educational purposes, • Dogs 101 and Cats 101 • Dogs Decoded: Nova not fall into the habit of showing a in a classroom setting with only the • DogTown students and teacher present, and be YouTube clip to students without • Far & Away fi rst establishing the relevance of the legally acquired. If you have ques- • Food Tech clip to the learning objectives. tions or concerns related to copyright • Food, Inc. please visit with your technology di- • How It’s Made Based on personal refl ection of rector and they should be able to as- • How Stuff Works how I utilized multimedia in my high sist you. • It’s Me or the Dog school classroom, and continue to do • Last American Cowboy so in my college classroom, I devel- Step 2 – Watch the Multimedia • Modern Marvels oped fi ve steps to help teachers facil- Clip • Planet Earth itate the integration of multimedia in • Super Size Me an agricultural education classroom. The second step can be done in • Swamp Loggers conjunction with the fi rst. Whether • American Loggers the multimedia is an entire movie, an • Unwrapped episode, or a short clip, it is impor-

10 The Agricultural Education Magazine content are highlighted in the clip. a multimedia clip and analyze it for amples of guiding questions are pro- You need to be able to validate the potentially related concepts and ex- vided below.) You also need to set the reason for showing multimedia in amples. Either of these approaches scene for why they are being asked to your classroom if your principal were would be appropriate, but the induc- watch the clip. This will help build to walk into your room during the tive approach asks the students to anticipation and focus the students viewing. You also want students to hypothesize and theorize why certain on the task at hand. The viewing of appreciate the reason you are asking events are happening in the clip. The a multimedia clip should be utilized them to watch the clip beyond the deductive approach is an excellent and applied just like any other learn- “entertainment” value. method to ask students to evaluate the ing activity in the classroom. As you multimedia clip based on previously use this approach more, students will In addition, you should decide taught criteria. soon learn the importance of actively when you will show the video. Will watching and assessing the multime- it be before or after teaching the con- Step 4 – Prepare Students to View dia they view. cept? Do you desire for the clip to be Multimedia a way to build interest and motivation Step 5 – Make the Connection to learn the content? Do you want to Many times teachers will say, “I Clear use the clip as a way to check their want you to watch this short clip” level of understanding and ability to and then after the clip has fi nished Finally, after students have apply the concepts? ask, “What did you learn?” If you viewed the multimedia resource take have very attentive students, this the time to tie the concepts and con- The decision to use the multi- strategy may work for you. For other tent back to what they just watched. media example as either inductive or students, teachers should ask a ques- Students should be given the oppor- deductive instruction is important. A tion or explain the purpose for view- tunity to answer the guiding ques- deductive approach allows the teach- ing a clip to help provide students tions (either verbally or written) and er to teach a new concept and then with motivation and encouragement tie those observations to the learn- ask students to examine the concept to actively watch the video. As the ing objective(s). If you are using by watching a multimedia clip related teacher you should write guiding the multimedia clip as an assessment to that objective. An inductive ap- questions to help students focus their tool, ask students to write their refl ec- proach would ask students to watch attention as they watch the clip. (Ex- tions. If the clip is to help facilitate Deductive Example: further discussion of the content, al- low students to verbally respond to Rank (Movie on Netfl ix about bull riding) the questions. As the teacher, you Start at 55:12, end at 58:30 (~ 3.5 minutes) must clearly communicate how the video demonstrated the objective and “We have been discussing embryo transfer and artifi cial insemination. What make any fi nal clarifi cations. are the terms and concepts you remember? (Capture them on the white board)

As you watch this clip, listen closely to the reasons this bucking bull breeder continued on page 17 gives for using ET and any concepts that we have already discussed. Record them on your paper and be prepared to discuss them after we watch the clip.

Inductive Example:

Dirty Jobs- Dairy Cow Midwife (on Netfl ix, Collection 4 Ep. 9) Start ~ 4:00 end at 8:45 (almost 5 min total)

Today we are going to start talking about the dairy industry. How many of you have ever been to a dairy? (Allow students to raise their hands). Dr. Gaea Wimmer Hock is an Assis- Well, Mike Rowe recently went to a dairy and we are going to tag along with him. tant Professor in Agricultural Infor- What might we see in this dairy? (write on board) mation Science and Education, Mis- As you watch this clip, write down the steps in the milking process. After we sissippi State University. She taught watch the clip we will discuss the steps and begin our unit on the dairy industry. high school agriculture at Centre High School, Lost Springs, KS.

September October 2013 11 THEME ARTICLE Training the Agriscience Dragon by Kellie Enns & Sophie Testerman have that might help you with your ing data and drawing a conclusion. project? This is, unfortunately, not typical to Welcome to Dragon Training.” the scientifi c process. Rather, like “Whoa, whoa, wait, aren’t you going to Follow up semi-structured in- the 5E Inquiry Model, the scientifi c teach us fi rst?” terviews can help determine student process should be circular, allowing “I believe in learning on the job!” (Ar- resources and background informa- for students to refl ect and return to a nold, DeBlois & Sanders, 2010). tion needed to read the project. For previous step at any point in the pro- example, perhaps a student is inter- cess. While this traditional technique eaching students to develop ested in beef cattle production and great agriscience projects of teaching the method is contrary to would like to learn more about beef “walking like us and talking like us” is often like Dragon Train- cattle nutrition. When meeting with ing: big, scary, complicated, as described in the quote above; it is T the student the teacher can then help the refl ective process that will allow intricate, challenging and can even the student narrow down which com- students to “act like scientists.” seem insurmountable for students. ponent of the ration they would like Motivating students to think like a re- to experiment with- the amount of Three recommendations are searcher, be inspired by their interests roughage, the type of concentrate fed suggested to enable students to ap- in agriculture and seek practical ap- or the types of micronutrients avail- ply this refl ective scientifi c thought plications to the often sterile scientif- able to the animal. It is essential the process. First, teach each step of the ic method can provide the necessary student is truly interested in the area process through a structured curricu- progression to making it possible to of research and not just settling; this lum and model this with the movie train the agriscience “dragon.” is the primary source of student en- How to Train your Dragon (Arnold, “It is the wings and the tails that you re- gagement in the project and prevents DeBlois & Sanders, 2010). Students ally want. If it can’t fl y, it can’t get away. the “downed” projects. can identify the steps involved in A downed dragon is a dead dragon” (Ar- the inquiry process by following the “Hiccup, I need to speak with you, too, nold, DeBlois & Sanders, 2010). main character, Hiccup, as he makes son. You get your wish: Dragon Training. an observation of the downed Night You start in the morning.” Agriscience projects are often Fury dragon, Toothless, and begins to dictated as assignments for after “Well, I was thinking, you know, we have research the topic, preforms multiple school or SAE participation. With- a surplus of dragon fi ghting Vikings. But, trials to fi nd a way for the injured do we have enough bread making Vi- out the student motivation and the dragon to fl y again. Throughout the teacher direction, the inquiry process kings? Or small home repair Vikings? I don’t want to fi ght dragons!” movie students call out “stop” when can be uninspiring for students and they see one of the steps of the sci- “Oh come on, yes you do.” result in downed or dead projects, entifi c process occurring. The teacher even before successful implementa- “Rephrase: Dad, I can’t kill dragons…. should pause the movie to discuss the tion has occurred. It is also hard for No, I am really extra sure I won’t kill step taking advantage of the opportu- teachers to inspire students, given dragons.” nity to discuss the fl exible nature of the vast opportunities that exist for “…This is serious son. When you carry the scientifi c method. projects. Simple refi nement through this axe, you carry all of us with you. You student interest surveys and personal walk like us, talk like us, think like us. Second, the scientifi c process interviews will provide the fi rst criti- No more of ‘this…” (Arnold, DeBlois & should be modeled through a class cal step to project planning. Surveys Sanders, 2010). agriscience project during which should offer broad areas of interest, students work as a team to complete Traditionally in our science class- and then narrow down to detailed each step. The third step is to give rooms across the nation and reiterat- refi nement through additional ques- students the opportunity for individu- ed in our agricultural education class- tions such as what are some areas alized learning through independent, rooms, the scientifi c method has been that interest you (beef cattle, poultry, student selected projects. These proj- taught as a serious of steps, beginning vegetables, grain crops), what areas ects allow students to live science and with an observation and question, would you like to investigate (growth experience the process as a research- background research, a hypothesis, rate, nutrition, light requirements) er would. The experience of engaging performing an experiment, analyz- and what resources and skills do you in research will allow students to im-

12 The Agricultural Education Magazine Hiccup’s Scientifi c Method in “How to Train Your Dragon” Inspiration and natural inquiry (Arnold, DeBlois & Sanders, 2010) can be found in many places. Link- Make an observation Hiccup makes the observation that Toothless does not ing the scientifi c method to the movie fl y away when he frees him from the trap. He makes How to Train Your Dragon is a natu- a quick sketch of Toothless. (approx. 21 minutes into ral connection to which students can movie) relate. Allowing students to then see Ask a question Hiccup verbally asks “Why don’t you just fl y away?” agriscience modeled through group (approx. 21 minutes into movie) research projects and live it through Background research Hiccup utilizes the dragon slayer’s textbook in an at- the personal experience of individu- tempt to fi nd information on Night Fury dragons. Find- al projects enables them to develop ing little information in the book he consults his teacher and eventually fi nds the key piece of information he is their ability to conduct research in looking for, dragons cannot fl y with an injured tail. (ap- the manner of professionals in the prox. 24 minutes into movie) agriscience industry. In the words of Form a hypothesis Hiccup returns to his original sketch, applies the infor- Hiccup’s father, “it turns out all we mation he gathered during his background research and needed was a little more of this,” generates his hypothesis: if Toothless’ tail is repaired us- (gesturing to Hiccup) a little more ing a prosthetic tail fi n to show bilateral symmetry then Hiccup, to teach students the scien- Toothless will be able to fl y. (approx. 34 minutes into tifi c method in a unique way and fur- movie) ther their understanding of research Conduct an experiment Hiccup conducts multiple trials to create a fi n that allows in agriculture. Toothless to fl y. This process shows students one varia- tion of the scientifi c process. (approx. 35 minutes into Reference movie) Analyze the results For each trial Hiccup uses a pass fail system to collect Arnold, B (Producer), DeBlois, D. his data and takes note of potential issues in his design (Director) & Sanders, C. (Direc- that may be effecting Toothless’ ability to fl y. After each tor). (2010) How to train your trial Hiccup uses his analyses to determine if he needs dragon [Motion picture]. USA: to return to the previous step. (approx. 37 minutes into DreamWorks Studio. movie) Draw conclusions Hiccup accepts his hypothesis based on Toothless’ abil- ity to fl y with the prosthetic tail fi n. (approx. 45 minutes into movie)

Figure 1. The Refl ective Scientifi c Method prove their depth of understanding. to complete the class experiment and providing guidance only when neces- It is crucial that teachers facilitate sary to ensure good research practic- this learning process. One method to es. Breaking the class experiment and Dr. Kellie Enns is an Assistant accomplish this is by modeling each student projects into the individual Professor in the Department of step for the students before they com- steps is useful since the process is Agricultural and Resource Economics plete it in their project. Complet- fresh in the student’s mind when they at Colorado State University. ing a class experiment at the same apply the step to their own project. time can provide the opportunity for teachers to model the step the student A fi nal step in the process is to is about to use in their project. It is have students articulate their under- likely that students have completed standing of agriscience through pre- many “cookbook” lab experiments sentation of their personal projects, throughout their education. There- either through an oral or visual pre- fore, the teacher can smooth the tran- sentation (or both). If this can happen sition from a structured experiment within class time, it allows students Sophie Testerman is a graduate to student driven experiment by al- to see other research further reinforce student in Agricultural Education in lowing the students to work together the refl ective scientifi c process. the College of Agricultural Sciences at Colorado State University

September October 2013 13 THEME ARTICLE Living to Serve: National FFA Organization and Service-Learning by Michael Slavkin & Stefonie teerism because it increases youths’ In an effort to increase service- Sebastian involvement in academic and civic learning opportunities for agriculture life (Allen, 2003). One unique facet students the National FFA Organiza- earning to Do, Doing to of service-learning is the ability for tion currently offers funds through Learn, Earning to Live, students, teachers, parents and citi- three programs: the Rural Youth Living to Serve.” The last zens to be involved as equal partici- Development Grant Program, FFA: Lline of the National FFA pants in resolving the pressing needs Food For All Grant Program and Organization’s motto sets the tone faced by a community. While youth the Living to Serve: Environmental for the model of service-learning that and advisors are active members en- Grant Program. These service-learn- has become a hallmark for positive gaged in exploring the problems that ing programs offer FFA members and difference that FFA members make a citizenry faces, a critical component advisors the opportunity to become every day in their schools, commu- to effective service-learning requires active partners in meeting commu- nities and the world around them. that citizens have an active voice in nity needs. Students develop and uti- The current article explores the im- sharing their concerns, guiding the lize critical thinking skills and higher pact of service-learning as a learning learning process, and being involved order thinking skills while working strategy that helps our students work in all phases of project completion through the following steps of their alongside agricultural education (for further information visit www. service-learning project: teachers, community partners and FFA.org/livingtoserve). industry professionals in meeting the 1. Identify a community need and needs of diverse communities. National FFA Organization and learning goals Service-Learning Introduction to Service-Learning 2. Identify community partners The USDA Rural Youth Devel- As opposed to community ser- 3. Develop and implement solutions opment (RYD) Program was the cat- in partnership with community vice, service-learning connects ag- alyst to move FFA from a model of ricultural curriculum with authentic community service to a much more 4. Evaluate project (service and community needs. As a formal defi - rich and meaningful model of service- learning goals) nition, service-learning is a method learning beginning in 2007. Through Over the past six years, data of instruction that emphasizes both the program, FFA was able to cre- about FFA chapters’ service-learning the service and the learning goals in ate resources for agricultural teach- projects have been gathered. The such a way that both occur and are ers and students on service-learning narrative that follows includes in- enriched by each other (Allen, 2003). and civic engagement. Through the formation that can help any agricul- Many people think that community youth governance model of the FFA ture educator to construct powerful service and service-learning are one delegate process, youth representa- service-learning experiences utilizing and the same. While service-learning tives from across the country stated the steps above. involves community service, they are that although the FFA model of tra- two different concepts. Community ditional service was benefi cial to the Identifying a Community Need and service is defi ned as a form of vol- community, the impacts to the partic- Learning Goals unteerism. It is done within a defi ned ipants, benefi ciaries and the commu- community, which could be a class- nity were not as deep or meaningful. To ensure a service-learning proj- room, town, city, etc. It has no inten- Thus, the FFA youth delegates put ect has a strong foundation, the fi rst tional tie to learning; the emphasis is forth a request of the National FFA step is very important. Identifying strictly on the service. Board of Directors that put into place a community need creates learning goals for the class. True service-learn- Service-learning combines ser- the move from a model of service to ing happens when the project meets vice to the community with in-depth a model of service-learning. The of- an authentic community need and student learning in a way that ben- fi cial acceptance of the programmatic service is integrated into the class- efi ts youth, schools and communi- shift was announced during the 2007 room curriculum and aligned with ties. Service-learning extends volun- National FFA Convention.

14 The Agricultural Education Magazine During the similar service is also important. It fi rst year of is also vital to think outside of agri- the project, culture when engaging community students members in the project. focused on recycling As part of the FFA: Food For and com- All Program, the South Rowan FFA posting, but chapter in North Carolina wanted methods to provide fresh produce to those in were largely need. The chapter identifi ed two part- trial and er- ners in their community who were al- ror. In the ready providing food to low income second year community members and grew veg- with the use etables to supplement donations. The of the study, chapter partnered with a local food FFA mem- pantry and the local Meals on Wheels bers were program. An unplanned need that arose was homebound seniors not Walton FFA members (NY) designed a more effective composter. able to qual- ify which knowing how to easily prepare fresh academic standards. Service-learning compost vegetables. The chapter partnered programs enhance learning through system was more effective, fi nding with another community member to real-life, experiential activities. Aca- that their own design was more effec- develop microwave recipes that they demics come alive and knowledge is tive than some of the market-brand could distribute to the senior citizens. applied through interaction, research, composters. Compost generated from A benefi t to students working critical thinking, literature, problem the school recycling program was solving, discussion and planning for with partners as part of their service- used as fertilizer in the local com- learning projects was that it opened action. Students should be expected munity garden and the school district to be active in the development and them up to facets of the community benefi tted from the reduced waste they had not previously explored. planning of programs, as well as pro- hauling costs. gram evaluation. Students were more adept at see- Identifying Community Partners ing their biases and working beyond As a part of the Rural Youth De- them to ensure project success. One velopment Program, Walton FFA in The second step to a service- South Rowan FFA member said the New York, created a survey that they learning project is identifying com- highlight of the project was “get- distributed to students, the school munity partners. Students should ting to work with people that I usu- board and members of a local advi- engage in the development of part- ally wouldn't think of working with sory board to help them identify a nerships to share responsibility of and learning more about them.” An need. Starting a recycling program, meeting the need with teachers, par- FFA member from a funded Rural access to fresh produce and quality ents and community members. These Youth Development chapter in West garden compost were found to be the relationships present opportunities to Virginia shared, “the main thing I main needs. From the identifi cation interact with people of diverse back- have to think about as a community of the needs Mrs. Miner-James, FFA grounds and settings. Service-learn- member is to never be surprised by advisor, helped students develop a ing experiences provide students and what someone else can bring to the curriculum for educating their com- community partners the opportunity community. Every person is going to munity about recycling, waste reduc- to learn about each other, resulting have a different story to tell and every tion, composting, vermiculture and in mutual respect, understanding and one of them is going to be respected resource recovery. An innovative appreciation. Mapping community for whatever they are and wherever concept of the program, to ensure assets, inviting speakers from local they come from.” Additional benefi ts academic relevance, was the creation organizations, and holding discus- of working with community partners of a scientifi cally-designed research sions with students are effective ways are their new view of youth as change project to compare homemade and to identify partners. Exploring orga- makers and increased support for ag- commercial composting techniques. nizations that may already provide a ricultural education programs.

September October 2013 15 Develop and Implement Solutions factors presented many challenges as students, natural resource people and in Partnership with Community well as many opportunities to better history buffs. educate and provide leadership in as- The third step in the service- sisting and connecting with the local Evaluate Project (Service and learning process is developing and animal agriculture and governmental Learning Goals) implementing solutions with partners service industries. The project pro- to the community’s need. Engaging The fi nal step to any service- vided a unique connection between learning project is evaluating the ser- students in the process to develop and many generations and groups in the implement project plans with part- vice and learning goals. Throughout community for FFA members to have the service experience, youth and ners provides more ownership and a “hands-on” experience. greater learning opportunities. Ac- adults should analyze the process tive youth voice improves students’ As part of the FFA: Food For (what was done) and the impact (re- perceptions of their ability to impact All Program, Salmon FFA (Idaho) sults) of the service. Effective evalua- their community and the relevance worked with a cross-section of com- tion is essential for assessing the out- of these projects toward community munity organizations that drafted a comes of service-learning programs, growth. Further, it helps them to rec- Salmon Valley Local Food Action for making decisions about improv- ognize the power of the curriculum in Plan. The plan identifi ed an asset of ing the program, and for strengthen- developing active senses of citizenry hundreds of local fruit trees, but a ing support for the program in the and civic mindedness. Students in- challenge of fruit going to waste. A chapter, district and community. The volved in the grant programs shared specifi c action item included start- best evaluation efforts are woven that they had impact, as well as an ing a gleaning program, as well as into the fabric of the program from improved understanding of the in- providing education to community its inception. Initial questions focus fl uence that they hold with members members about food preservation on information that is needed and of their schools and communities. and cooking. Salmon FFA partnered desired, identifi cation of those who While members and advisors shared with the groups to implement the ac- will use the evaluation information, that engagement with the community tion items associated with increasing and determination of the appropriate is a natural extension of FFA culture, food security and self-reliance in the methods for collection of the needed many state that this outcome was county. The chapter took the lead on information. In order for students to heightened by involvement in ser- identifying the orchards available, learn from their service experience, vice-learning projects. mapped them with GPS technology, teachers must provide structured performed orchard maintenance, as- opportunities for students to refl ect The State College Little Lions sisted in the harvest, supported the critically on the service experience. (Penn.) FFA chapter’s land steward- marketing of the product and aided in As the problem-solving process be- ship project, as part of the Living to the educational classes that were of- comes an integral part of programs, Serve: Environmental Grant Pro- fered as part of the project. students will be able to demonstrate gram, was created with the intention stronger learning outcomes and pow- of developing solutions to negative Kimball FFA in South Dakota erful impacts in their communities. impacts of manure and farm wastes worked with numerous community The majority of FFA advisors who on the environment. Members part- partners to complete a multi-year participated in the grant programs nered with a Young Farmer Chapter project through the Living to Serve: stated that service-learning projects and local governmental agencies to Environmental Grant Program. The were woven into their agriculture develop animal operator’s “Manure National Resource Conservation Ser- curriculum. They used the service to Management Plans” that meet local vices, a Native Prairie Garden Com- drive learning, therefore providing an and state regulations. Their commu- mittee, and the local National Guard authentic opportunity to “learn by do- nity has farms that vary greatly in size Unit partnered with the chapter to ing.” as well as animal species; from 100 build a native prairie garden in their acres to more than 800 acres; raising community. The project was devel- The goal of service-learning is to dairy, goats, horses, sheep and swine oped to assist in showing and pre- help students become responsible cit- specifi c operations. To add to the serving native South Dakota plants, izens, while simultaneously learning farm diversity, these farms are situ- as a legacy to the life of pioneers and curriculum. This method of teaching ated on varying soil types and in sev- settlers, to serve as a respite for trav- can be used in agriculture classrooms eral different watersheds. All of these elers and as an outdoor classroom for as an alternative to traditional meth- ods or it can be incorporated as a part

16 The Agricultural Education Magazine of other experiential methods. Infor- Rama, D. V., (Ed.) (1998). Service- Wade, R.C. (1997). Community ser- mation gathered from the National learning. American Association vice-learning: A guide to includ- FFA Organization’s three service- for Higher Education, Washing- ing service in the public chapter learning grant programs shows that ton, D.C. http://www.service- curriculum. Albany, NY: State students working in partnership with learning.org/article/archive/35 University of New York Press. their teacher and the community to identify and solve community issues create numerous educational oppor- tunities.

References

Allen, R. (2003). The democratic aims of service-learning. Educa- tional Leadership, 60(6), 51-54. Dr. Michael Slavkin is the Director Stefonie Sebastian is an Education of Teacher Education at Manchester Specialist with the National FFA University. Organization.

Differentiation in Action: ...(continued from page 6) References tion and implications for UDL National Training Laboratories Insti- implementation. Wakefi eld, MA: tute for Applied Behavioral Sci- Bloom, B. S. (1956). Taxonomy of National Center of Accessing the ences (2005). The learning tri- Educational Objectives, Hand- General Curriculum. Retrieved angle: Retention rates from dif- book I: The Cognitive Domain. June 25, 2013 from http://aim. ferent ways of learning. Online New York: David McKay Co Inc. cast.org/learn/historyarchive/ source: ntl.org Hall, T., Strangman, N. & Meyer, A., backgroundpapers/differentiate- (2009). Differentiated instruc- dinstruction

Improving the Integration of Multimedia ...(continued from page 11)

Where to start? content to online availability. If your above will allow more teachers to school district restricts website ac- put into practice effective teaching Currently, a number of online cess, you can always purchase DVDs strategies while utilizing multimedia resources are available to locate mul- of television shows and movies resources. timedia examples at little or no cost. which contain agriculturally related Websites such as Netfl ix, Hulu Plus, content (see examples below and on YouTube, Expert Village, and Teach- page 10). Many television networks also offer er Tube provide a variety of videos various programs that feature agri- and video clips. United Streaming Conclusion cultural topics: and NBC Learn both require a sub- scription, but check with your tech- Today’s student enjoys a class- • RFDTV Shows nology director or librarian to see if room where they are entertained and • Animal Planet your school district already has an allowed to learn with the use of mul- • Discovery • Travel account. There are also curriculum timedia resources. Teachers should • Food Network and educational resource companies embrace the technology they have and work to make the “edutainment” • Outdoor Life (such as CEV) that are moving more • HGTV resources work to enhance their cur- of their traditional VHS and DVD • PBS riculum. I hope the steps outlined

September October 2013 17 THEME ARTICLE Infusing Globalization into the Agriculture Classroom by Kristin Kovar students can lead to many educa- lowing are practical applications for tional outcomes such as an increased increasing worldly perspectives of n a recent conversation with sensitivity to differences in cultures, students in the classroom: an agriculture teacher friend of beliefs and practices, an increased mine, I asked him how he incor- understanding of the global supply International Agricultural Issues porated global concepts into his I chain, a sense of social and environ- Presenting agricultural issues high school classroom. As someone mental responsibility and expanded from an international perspective who has traveled abroad, I thought career awareness. he might mention using his personal can create a direct link from “global” experiences in global settings. The Many high school students are to student. Examples of issues that story I heard in response to my ques- limited in their exposure to other cul- could be presented to students include tion was very interesting and a little tures. In order to be successful in an disputes in the global sugar trade, the surprising. When discussing fruit ever-changing world, students need environmental impact of the banana varieties in his horticulture class, the to be able to think globally and con- industry, and fair-trade coffee and co- star fruit and the kumquat, which sider culturally different perspectives coa. Students can connect to some- are considered international agricul- (Crawford & Kirby, 2008). Creating thing tangible in their everyday lives, tural products, were mentioned to the opportunities for students to think such as bananas or sugar, and from class. Since the students had never outside of their own personal per- exploring these concerns see the link heard of these fruits before, the teach- spective is important. By infusing between themselves and these issues. er went to the local grocery store and globalization into the classroom, we A great method for discussing inter- purchased these items to bring to are able to offer many benefi cial re- national agricultural issues is through class the next day. Not only were turns to the students. With a grow- case studies. In addition, including the students unaware that these fruits ing interdependence of the world student refl ection based on case stud- even existed, but were fearful to even economy and the globalization of ag- ies offers valuable outcomes, such as try them. Leading by example, this ricultural products, increasing global cognition and problem solving. teacher was able to show the students awareness in students encourages the International Animal Agriculture the dreaded star fruit was not danger- development of young agricultural ous and that learning about new and leaders. As animals make up a large por- different things can be fun. It was af- tion of what we produce and eat in ter this experience that this particular What Does this Look Like? the United States, this is also true teacher began to infuse globalization As each classroom is unique, so in most countries, as meat provides into his agriculture classroom. must be the approach to incorporat- a valuable protein source. It is im- portant to expose students to not only What do you think of when you ing globalization into the classroom. Only you can decide what is right for what other people eat, but how they hear the word globalization? The obtain their food and how animals are term globalization can be perceived your class. It could be a single activ- ity in a lesson, one lesson, or an en- treated around the world. One lesson in a variety of contexts, including may focus on sustenance whaling concepts from international trade tire unit discussing global concepts. Another suggestion is the infusion of aboriginal peoples, while another and economic development to cul- may discuss the sacred cow of the ture and the environment. When of globalization into the agriculture classroom. This method is reliant Hindu people. While these topics are bringing this idea to the high school extreme in addressing the differences classroom, globalization can be de- on the teacher to supply not only the model of global consciousness, of cultures, others may show similari- fi ned as a global consciousness. This ties. global consciousness is an awareness but their personal and professional of people, places, cultures and be- experiences in the global environ- Country Spotlights liefs that are not their own (Mansilla ment. The teacher is the model and & Gardner, 2007). Increasing the is responsible for bringing global An engaging way to expose stu- global consciousness of high school concepts into the classroom. The fol- dents to multiple countries and cul-

18 The Agricultural Education Magazine tures is by assigning each student fi nd a way their own to investigate. In order to to use it canvas the entire globe, it is important for the bet- to make sure the options of counties terment of are from all continents. The options their stu- should be unique in their agriculture, dents. This customs, and values. Examples of resource- countries might include Ghana, Be- fulness can larus, Mongolia, Iran, Ecuador, and also be uti- Iceland. This project allows students lized with to not only research specifi cs about the people a country, such as their agricultural you meet. products, but it also allows them to There may become familiar with a different way be a foreign of life. Students can then present exchange what they have learned to the class in student in A presentation given to students in the Agricultural & Environ- a variety of forms. the school mental Sciences Career Academy in Tifton, Georgia by an ex- that would change student from the Republic of Georgia. The presentation Agri-“culture” be will- of her country, given in her native attire, included a language ex- ercise. Photo provided by Lynne Cook, Agriculture teacher at Tift The idea of Agri-“culture” is ing to talk County High School, Tifton, Georgia. rooted in how different cultures ob- about their tain and provide food for families in country and • Model tolerance and acceptance a community. The purpose of this culture. A fellow teacher or parent of others. activity is to expose students to the may have experience abroad. You multitude of foods and diets from may personally have a global expe- • Focus on impact rather than test- around the world. In the book Hun- rience that you are willing to share ing their knowledge. gry Planet: What the World Eats, with your students. Showing stu- • Activities should be participatory families from around the world are dents that global experience is com- and experiential. showcased through a photograph- monplace allows students to see the possibility of available opportunities ic study revealing what the entire Think outside the box… family eats in one week (Menzel & in their future. There are also several opportuni- D’Aluisio, 2007). Students could These activities could easily be ties to indirectly expose students to utilize this information by comparing utilized in the agriculture classroom. international people and places. An and contrasting not only the weekly In addition, here are some general organization such as Heifer Interna- food consumption of families from tips for increasing global awareness tional is a great way to illustrate ag- two different countries, but the ag- in the classroom: ricultural products most commonly ricultural practices in various coun- seen in those countries. Comparing a • Make connections between lo- developed country with a developing cal and global issues so students continued on page 24 country adds an additional element begin to understand the intercon- to the activity. This topic also lends nections of the world. itself to the incorporation of interna- tional dishes. We all know the power • Create opportunities for cultural of food when attempting to gain the interaction. attention of students. • Incorporate various learning Guest Speakers with Global Expe- styles and teaching methods. rience • Explain the relevance to their Kristin Kovar is a Doctoral Candi- day-to-day life. One of the agriculture teacher’s date in the Department of Agricul- greatest strength is resourcefulness. • Help students understand the tural Education and Leadership at It is the ability to see something and world and their place in it. the University of Missouri.

September October 2013 19 THEME ARTICLE Globalizing School-Based Agricultural Education: Are We Preparing Students to Help Serve the World? by Daniel D. Foster & R. Kirby develop global ready graduates? their teaching and their multicultural Barrick competency or empathy. The United In this article, we will discuss the States is more diverse ethnically role of teacher education programs hy are we here? As and racially than at any time in in developing globally competent agricultural education history, a trend that no one can say agricultural educators, examine professionals, we will reverse. International education opportunities for professional “show up” every experiences have long been regarded W organizations to provide in-service day with a singular goal: student as one means to prepare individuals to opportunities for school-based success. Of course, student success participate in a world with increased agricultural educators, and investigate can be different from professional ethnic and cultural diversity. Walton opportunities for local programs to professional, but a key aspect is (2002) reported that an enhanced to “globalize” their school-based that we want to develop college and international perspective, or “global- agricultural education programs in career-ready students to be prepared mindedness,” has a direct effect on a all three components: FFA, SAE, to tackle the pressing issues facing teacher’s classroom communication and Classroom Instruction. Before society in the world, specifi cally: skills and, by inference, student we address those objectives, we how are we going to feed and clothe learning. more people with fewer resources. must clearly identify why we need The world agriculture system is to pursue globalization in our Why for our students? To develop becoming increasingly integrated agricultural education programs: their global citizenship. Preparing and interconnected. Colleges of future leaders to be positive agents of Why as teachers? Two reasons agriculture have been challenged change on the global stage continues really, both of which are extremely to transform their role in higher to grow in importance as global interconnected. One: building global education and their endeavors to systems become more intertwined competency in ourselves as teachers provide a capable workforce for and the world population increases, is critical to having the capacity the ever-changing global food and even as natural resources become to build global competency in our agricultural system. Global-ready more limited. In this challenging students. Two: to develop empathy graduates have an understanding environment, agricultural education, and multicultural competency in our of cultural diversity as well as teaching. the social and communication Every skills to effectively work with student diverse individuals in a variety of walking environments. Researchers point through our to the importance of understanding classroom globalization and an appreciation doors should for the interconnectedness among have equal society, environment, politics, history opportunity and economics. This combination to succeed. of attitudes, knowledge and skills Even a appears to be the recipe for success in short-term a global context. With the changing global nature of agribusiness and the ever experience expanding technological revolution, by we cannot expect a future of less preservice integration or more isolationism. So, teachers can the question posed is: As agricultural impact the education professionals, are we Seoul National University, University of Florida, and Penn State context and effectively utilizing our programs to University students after teaching at Suwon School for Agri- content of sciences.

20 The Agricultural Education Magazine particularly school-based programs could include experiential, service fi sh, kimchee). These attributes will persistently play a vital role and collaborative learning. Teacher contribute signifi cantly to the value in the success and prosperity of education programs need to provide of the study tour, by giving students humankind. Such programs need relevant context for pre-service from both countries the experience of to go beyond viewing agriculture students. Thus, to cultivate global working together, and in the process only as a technical fi eld, because competencies in teacher candidates, learning about each other’s culture agricultural production, processing teacher preparation programs and agriculture. and distribution are in fact deeply are tasked with the challenge woven into the cultural fabric of all of organizing and offering such Korea was an exceptional aspects of daily life, including diets, learning opportunities. International country for this program and enabled clothing, work and recreation options, experiences are valuable learning U.S. students and teachers to stretch immigration policies, and more. opportunities that universities need to their perspective about the world, continue to develop in response to the its agriculture, and the multiple Why us? Why now? To help demands of the workforce, however, challenges others face. Korea retains solve fundamental real world issues, the National Research Council (2009) deep cultural traditions that gave U.S. specifi cally world hunger and reports that the most benefi cial participants a rare opportunity to see equality in global food economy. international global experience being West meeting East and an ancient School-based agricultural education those experiences highly related to culture interwoven with contemporary programming is uniquely positioned the career goals of the participating values and opportunities. We look to help empower youth voice and students. forward to continuing to develop the student engagement in tackling a real- relationships with South Korea and world issue involving the global food Recently, the authors partnered our U.S. based institutions. We are economy through instruction in the with their institutions and Seoul planning on visiting again in 2014 applied STEM content of agriscience National University to provide a with expanded opportunities for and natural resources education. contextually relevant short-term engagement with students. School-based agricultural education study abroad course in school-based has an incredible opportunity to agricultural education. The exchange An interesting fact in contribute to achieving social was successful and has been followed consideration of our agriscience justice. To helping develop the kind by continued collaboration because: educator supply situation in the U.S., of world that each and every one 1) Korea and the U.S. are among the in Korea on an annual basis nearly of us wants for our children and few countries in the world that both 700 individuals will be certifi ed to children’s children. Perhaps no other teach agricultural education in the teach agriculture with only an average educational programming has more secondary schools and also prepare of 20 openings a year. Perhaps the opportunity to engage in these critical and certify teachers at the university opportunity for importing human issues with students than ours, but are level; and 2) Korean schools welcome resources could exist in the future we prepared as instructors to assist the possibility of university students to address our glaring shortage of our students in reaching the point of from both countries collaborating professional agricultural educators in development needed for success? on developing and teaching micro- the United States. lessons in a secondary school Role of Teacher Education Opportunities for Professional agricultural education program. Organizations Programs While early fi eld experiences and Internationalizing teacher “micro-teachings” are common in While we have spoken of the education is most effectively done teacher preparation programs in the need in pre-service education and the when global awareness and developing U.S., this was a new experience for opportunity to develop candidates international understanding and the Korean teacher candidates. In entering their classrooms for the fi rst perspectives are built into the teacher addition, Korea is a nontraditional time, what about those teachers in education preparation program. True country for agriculture study abroad the fi eld who have not had the pro- internationalization is not as easy programs; however, a partnership fessional growth opportunity of en- as creating a new major or inserting with Korea is particularly valuable gaging in international work? Noth- readings or assignments into existing because it introduces agricultural ing will make the lesson come home courses. True internationalization education students to culturally more solidly in the local classroom, requires new pedagogies, which specifi c food products (i.e., rice, than when teachers can share their

September October 2013 21 own experiences traveling and their cal FFA Chapters and members of Classroom. Wouldn’t be cool fi rsthand accounts of global agricul- student driven agriculturally related if....You built a unit of instruction ture at work. There are several fac- organizations across the globe? How (from materials found on NAAE CoP tors at work here. We know that we can we recognize global engagement in Global Agriculture) on Food Secu- “lose” several teachers between their on the national level as part of the rity in the World. As part of the unit, third and fi fth years of instruction. FFA Award System? What about con- you connected with the organization Perhaps, it is because they do not ducting an International Agriculture My Community, Our Earth (http:// feel valued or do not see opportunity Fair similar to Agriscience Fair at the www.aag.org/gce) to utilize technol- for upward mobility/growth in their National Convention? Perhaps in ad- ogy to connect students from across current position. We must value and dition to the Hall of States, we have the world to your classroom [all you promote the unique skill set that our agricultural education around the need is Internet and Skype!] and have experienced agriscience educators globe where those individuals and or- conversations about issues facing possess! They have the capacity and ganizations that are engaged in mean- them. As a fi nal assessment to the abilities to be highly sought after in ingful youth empowerment in agri- unit, you have students complete the many international development ef- culture in developing nations could World Food Prize Essay in a cross- forts. Professional organizations share their good deeds and opportu- curricular assignment with the Eng- should provide contextually relevant nities for local chapters to participate, lish department with students being in-service experiences that include engage, and make a difference. The selected to advance as the school’s global perspectives. opportunity exists for investment in representative to participate in the infrastructure, specifi cally human re- World Food Prize Youth Program. In addition, how are our profes- sources, to facilitate the connections (http://www.worldfoodprize.org/en/ sional organizations developing rela- between our outstanding chapters and youth_programs/). Other ideas to tionships and networks with agricul- others working across the globe. consider:: tural teacher associations from other nations? Wouldn’t it be cool if there Application for Local Teachers • Compare/contrast agricultural were an annual exchange between the commodities across national Korea Agricultural Education Asso- We know that school-based ag- boundaries; ciation (KAEA) and the National As- ricultural educators are infl uential to sociation of Agricultural Educators future generations of agriculturists. • Evaluate the effect of free trade (NAAE)? It is interesting to note that Global competence is the knowl- agreements; there is a National Association of Ag- edge, skills, and dispositions needed • Identify factors that cause other ricultural Educators that serves New to function successfully in the glo- nations to refuse GMOs; Zealand and Australia. The website balized world. More specifi cally, re- is: http://www.naae.asn.au. Could searchers report that global compe- • Investigate import/export data there be unique synergistic opportu- tency includes the ability to speak, and policies; nities for educators in the same disci- understand, and think in a foreign pline from different continents? language, knowledge of the global • Share curriculum and lessons system and world history, geography, on NAAE CoP in the Global When we look to our student’s and other global issues such as health Community; and professional organization, The Na- and economics, and knowledge of tional FFA, we can commend them other cultures. How are we using all • Engage in a cross-curricular for doing a good job of rebranding/ aspects of our school-based agricul- program with your language reinventing the FFA Global Programs tural education programming to ac- department where students including seminar programs for col- complish this? Below, you will see participate in short-term language lege FFA members, state offi cers, one idea for each component of the immersion experience to learn and the profi ciency travel seminar total agricultural education program about Spanish in Agriculture to Costa Rica. How can we grow shared. It will be followed by a list- (for more information, contact: and expand that? What about host- ing of other potential ideas that could Dr. Melanie Miller-Foster; ing a student exchange between FFA be built upon. No doubt great conver- ([email protected]) and FFK (Future Farmers of Korea)? sations could happen in the Global FFA. Wouldn’t be cool What about serving as a global clear- Agriculture Community of Practice if....your chapter identifi ed a need in inghouse for exchanges between lo- on NAAE. a developing country and contacted

22 The Agricultural Education Magazine organizations involved in working on • Have a student organize an been issued. Ideas have been shared. the development projects asking how immersion experience for his/her Now, we encourage you to continue they could assist. The experience SAE; this conversation in the NAAE online could culminate with potentially community of practice for Global sending the students as community • Have a student arrange Agriculture at: http://communities. ambassadors to the developing community events focused on naae.org/community/instruction/ country in need for an international hunger and food security; and global-agriculture. Post your ideas. service learning experience. Other • Investigate micro-fi nancing for Ask your questions. Create the op- ideas to consider: agrarian operations across the portunities you wish to engage in as a professional and for your students. If • Host FFA chapter student & world through websites like kiva. org. you do not articulate your vision for program exchanges within U.S. what can be, how can you be disap- to investigate differences in These are only some ideas to pointed in what does not happen? To- agriculture and schooling; consider and make your own. A day is indeed the day that together we • Recognize global engagement in Strategy for Enhancing Global can make a difference. local FFA award system Engagement in Agricultural Education developed by The National References • Conduct an international Council for Agricultural Education Cano, J. & Martin, R. (2010). agriculture fair (like agriscience) and found online in the Global Preparing Teachers for Diverse for your school highlighting Agriculture Community on NAAE Audiences. In R. M. Torres, T. education and agriculture CoP has a wonderful additional Kitchel, & A. L. Ball (Eds.), systems from around the globe; matrix of ideas for total program Preparing and advancing implementation. • Sponsor short-term international teachers in agricultural education study programs for teachers and Conclusion (pp. 257-267) Columbus, OH: their students; and The Ohio State University. As our article suggests, agri- • Connect with other civically cultural education around the world Food and Agriculture Organization of minded community organizations needs to incorporate a global per- the United Nations. (2010). Price and see how they are engaging spective refl ected in teacher educa- volatility in agricultural markets. globally. tion, curricula, classroom activities Policy Briefs, Economic and and more to ensure a prosperous fu- Social Development Department. SAE Wouldn’t be cool ture. The world needs school-based Gardner, H. (2004). How education if... a student as part of his/her agricultural education to be at its home and community development changes: Considerations of best; to be in a position to empower history, science, and values. In M. SAE analyzed different agricultural youth voices in the dynamic agricul- development projects to fi nd one that M. Suarez-Orozco & D. B. Qin- ture, food and natural resources sys- Hillard (Eds.), Globalization: spoke to the hearts and minds of the tems. We would like to applaud the community in which they live. Then, Culture and education in the National Council for Agricultural Ed- new millennium (pp. 235- contact an organization on the ground ucation, who functioned as a cross- and conduct a public awareness 258). Berkeley: University of organization task force in developing California Press. campaign throughout the community in 2011 A Strategy for Enhancing with school and community civic Global Engagement in Agricultural Green, M. & Olson, C. (2008). organizations raising funds with a Education. We hope that the strategic Internationalizing the campus: specifi c goal to contribute to the partners of U.S. school-based agri- a user’s guide. Washington, DC: community in the developing nation cultural education can step forward American Council on Education. that was in need. Other ideas to to help fund more global outreach consider: opportunities for agricultural educa- Hunter, B., White, G. & Godbey, G. (2006). “What Does it Mean to Be • Include international market tors and their students; however, we know the best way to move forward Globally Competent?” Journal decision-making in skill of Studies in International development; is from action at home, on the local level, in your program. The call has Education, 10(3), 267-285.

September October 2013 23 Koziol, S., Greenberg, J., the goals of universal basic and Schweighofer, A., & secondary education (pp. 183- Christensen, L. (2011). The 202). New York, NY: Routledge. Internationalization of Teacher Education: The GATE Fellows The National Council for Agricultural Program as a Foundation Education. (2011). A strategy for for Systemic Change. Paper enhancing global engagement presented at the Hawaii in agricultural education. International Conference on Retreived from: https://www. Dr. Daniel D. Foster is an Assistant Education. Honolulu, Hawaii ffa.org/thecouncil/Documents/ Professor of Agricultural and Exten- Ag_Ed_Global_Engagement_ sion Education at the Pennsylvania Park, T. & Rudd, R. (2005). A Strategy.pdf State University. description of the characteristics attributed to students’ decisions Williard-Holt, C. (2001). The Impact to teach agriscience. Journal of a short-term international of Agricultural Education, experience for preservice 46(3), 82-94. DOI: 10.5032/ teachers. Teaching and Teacher jae.2005.03082 Education, 17, 505-517.

Pence, H. M., & MacGilivray, I. Zhao, Y. (2009). Catching up or K. (2006). The impact of an leading the way: American education in the age of Dr. R. Kirby Barrick is a Profesor international fi eld experience on in the Deaprtment of Agricultural preservice teachers. Teaching globalization. Alexandria, VA: ASCD. Education and Communication at the and Teacher Education, 24, 14 – University of Florida. 25. Zorn, C. R. (1996). The long- Reimers, F. (2009). Educating for term impact on nursing global competency. In J. E. students of participating in Cohen & M. B. Malin (Eds.), international education. Journal International perspective on of Professional Nursing, 12(2), 106-110.

Infusing Globalization ...(continued from page 19) tries in conjunction with giving to other cultures. The experiences they riculum and Instruction, 2(1), a valuable cause. An additional op- have in the high school classroom can 56-73. portunity for conversing with people set them up to see and value oppor- from a variety of countries is though tunities of global interaction, allow- Mansilla, V. B., & Gardner, H. (2007). a website such as Postcrossing.com, ing them to consider a study abroad From teaching globalization to which allows people to send and re- or even an international career. If nurturing global consciousness. ceive postcards from all over the students are able to gain a positive In M. M. Suarez-Orozco (Ed.), world. Finally, an excellent resource outlook on the differences that make Learning in the global era: In- for in-depth issues, teaching tools, other cultures so unique, ultimately it ternational perspectives on glo- globalization curriculum, and videos only expands the horizon that is their balization and education (pp. 47- for classroom teachers is the website, future. 66). Los Angeles, CA: University globalization101.org. of California Press. References Final Thoughts… Menzel, P., & D’Aluisio, F. (2007). Crawford, E. O., & Kirby, M. M. Hungry planet: What the world The ultimate goal of infusing glo- (2008). Fostering students’ glob- eats. Napa, CA: Material World balization into the agriculture class- al awareness: Technology appli- Books. room is that students learn to respect, cations in social studies teaching value and celebrate other people and and learning. Journal of Cur-

24 The Agricultural Education Magazine THEME ARTICLE AgCN: Engaging Agricultural Education Students for a Lifetime by Nina Crutchfi eld build resumes, locate internships and agriculture. There is no other career eventually apply for jobs. exploration website or software that FA exists to make a differ- exists with a comparable depth of ence in the lives of students. AgCN is built around the idea of concentration on the industry of ag- The national organization, portfolios. Students enter information riculture. The system allows students Fits state associations and about their activities and accomplish- to take a career matchmaker assess- local chapters have done an amaz- ments related to classroom instruc- ment to identify careers that align ing job fulfi lling the fi rst two tenets tion (certifi cations, profi ciencies ob- with their interests and skills, helping of FFA’s mission to develop premier tained, STEM results, LifeKnowlege them focus their explorations. Once leadership and personal growth in assessments, and CASE records), they’ve identifi ed potential careers students. However, the third precept, leadership development (all FFA and of interest, students can search for career success, receives less impact non-FFA activities, degrees earned, colleges, universities and technical since engagement with our youth of- awards and recognitions received schools for postsecondary training. ten ends at graduation. This is why and events attended), and experien- Those searches can be close to home the National FFA Organization has tial learning (SAE accomplishments, or extend throughout the country, designed the Agricultural Career internships, job shadowing experi- helping them narrow their options Network (AgCN). It is FFA’s major ences, service projects, community based on their career choices. tool to engage students and members service events, global experiences). across all life stages, from the fi rst Mesh all this information with a ro- Collegians time they enter an agricultural educa- bust electronic record keeping sys- tion classroom and throughout their tem and the student has a wealth of Once students graduate from careers. Ongoing efforts to build and information with which to build se- high school, AgCN becomes a re- deliver AgCN is a commitment to nior graduation portfolios and future source for launching them toward strengthening student achievement, resumes. higher levels of FFA awards and leveraging FFA’s educational pro- recognition, as well as toward their gramming and enhancing the value The latest feature to be added, de- chosen career. After having logged of FFA experiences for students. veloped and branded for FFA is the their vital information throughout AgCN was built for current second- Discover/Inspire Ag Careers com- high school, students are able to eas- ary students and collegians, as well ponent of CareerCruising.com. All ily submit American FFA Degree and as alumni and supporters already en- agricultural education students with profi ciency award applications. As gaged in their careers. profi les in AgCN can move seamless- they continue to enter information ly through Secondary Agricultural Education the port- Students folios into exploring AgCN was built for students. the agricul- Once they receive an initial invitation ture sector to AgCN from their FFA advisors, for poten- the system is available to them in the tial careers, classroom, on their smartphones and postsecond- tablets, and for as long as they wish ary training to engage with FFA. They can log and locat- in to create their profi les (addresses ing career must be current to receive their copy mentors in of the FFA New Horizons maga- agriculture zine), track their accomplishments in companies. school, FFA and other activities, ap- Notice the ply for scholarships and SAE grants, focus is on

September October 2013 25 beyond FFA, collegians can generate affi liate, or advocating for agricul- • build a local and state advocacy resumes that highlight their experi- tural education, FFA, or the agricul- network through direct commu- ences, making them much more de- ture industry, information and access nication with local supporters sirable in the competitive job market. are at their fi ngertips through AgCN. and former members They can then access the network of New supporters who arrive at the ag- • better communicate opportuni- contacts they logged as they partici- riculture department door when their ties for future employment in the pated in fi eld days, FFA conventions, teenager enrolls will have access to agriculture sector job shadowing, SAE activities and AgCN through the community and employment, and internships. With alumni portals. • simplify the process for identi- continued access to AgCN, college fying volunteer roles in the pro- gram students can begin utilizing the ca- The idea is to engage as many people as possible in the network. reer mentors inside Discover/Inspire American agriculture depends AgCN allows individuals to iden- Ag Careers for reviewing resumes, on a reliable supply of talent, inno- tify themselves as parents, alumni, setting up company tours, applying vators and leaders in its workforce. or community members who are in- for internships, even submitting ap- Channeling our students through the terested in sharing their time, skills plications for employment with agri- agriculture department door to post- and talents with current high school culture companies across the country. secondary training and careers in the students as mentors and advocates. agriculture sector is vital. The Agri- Utilizing AgCN and the new FFA The system can provide members cultural Career Network is the per- Link site (www.ffa.org/ffalink), re- with notifi cation of local FFA chapter fect vehicle to propel them forward. cent high school graduates and FFA events and needs, connect them with It should be used as a means for sec- Alumni can network with other col- like-minded agriculture advocates, ondary students to track their experi- lege students and young profession- allow them to register for national ences and accomplishments, explore als who share their interests in agri- FFA events, conferences, workshops careers in the agriculture industry culture, watch live streaming chats and more. Parents can view their stu- and secure employment. The industry with business leaders and connect dents’ scholarship, award and career wants it, National FFA is providing it with job opportunities in the agricul- prospects to enhance what they are and agricultural educators can make ture sector. Engaging potential em- learning in the agriculture classroom. it happen. Give your students their ployers through LinkedIn and agca- invitation to the system and let them reers.com is also possible. Students Agricultural Educators begin their journey toward a lifetime can connect directly with potential In addition to engaging students of career success. They deserve it. employers and mentors based on for a lifetime, AgCN has immediate their skills, achievements and inter- benefi ts for instructors, especially in For more information go to ests. All of these opportunities help the areas of impact and support re- https://www.ffa.org/agcn/default.htm our students move from the explora- sources. Once familiar with the sys- or contact your Local Program Suc- tion stage into the application phase tem, teachers are able to: cess Specialist with the National FFA of their careers, satisfying the need to Organization at 317-802-6060. see forward momentum toward their • empower student recordkeeping chosen professions. skills

Professionals • submit rosters to the state FFA association Life after postsecondary training can take a lot of twists and turns, but • track student accomplishments one thing will remain constant—the • provide electronic event notices potential for reengagement with ag- to all students and supporters ricultural education through AgCN. who use AgCN Should anyone with a profi le want to access the information they have • monitor student applications logged at any point in their life, it • gather data to demonstrate rel- Nina Crutchfi eld is a Local Program will be there. When former students evance and impact of agricultural are thinking about a career change, education Success Specialist for the National becoming involved in a local alumni FFA Organization.

26 The Agricultural Education Magazine The 2014 Agricultural Education Magazine Themes

January February May June September October Agricultural Education Experiential Learning in Preparing the Next Genera- Magazine Potpourri the 21st Century tion of Leaders

Many times potential ideas for articles The 2014 National Ag Ed Summit in Many individuals attribute their leader- do not fi t the proposed themes. In 2014 Indianapolis, Indiana will highlight re- ship skills to participation in agricultural you will have another opportunity to sub- search and approved practices for super- education and the FFA. What are the mit and an article that does not fi t one of vised experience programs. This issue techniques used by agricultural education the themes. To have your article con- of The Agricultural Education Magazine programs to develop leadership skills? sidered for this issue, please submit a will build on the issues discussed during How have these techniques changed over 100 word abstract to the Theme Editor the Summit. the years. A series of personal examples that summarizes your idea for an ar- will be used to explore the techniques. ticle. Based on the abstracts submitted, Theme Editor: the Theme Editor will select seven to ten R. Kirby Barrick, Ph.D. Theme Editor: topics for development into full articles Professor Ryan M. Foor Ph.D. for potential publication in The Agricul- Agricultural Educ & Communication Assistant Professor tural Education Magazine. College of Agricultural & Life Sciences Agricultural Education University of Florida Agriculture and Life Sciences Theme Editor: 220 Rolfs Hall University of Arizona Deborah A. Boone, Ph.D. PO Box 110540 P.O. Box 210033 Associate Professor Gainesville, FL 32611-0540 Saguaro Hall, Room 221B Agricultural and Extension Education Email: kbarrick@ufl .edu 1110 E. South Campus Drive Davis College of Agriculture, Natural Phone: 352-273-2587 Tucson, AZ 85721-0033 Resources, & Design Email: [email protected] West Virginia University P.O. Box 6108 July August Phone: 520-621-9889 Morgantown, WV 26506 Assessing Student Achieve- Email: [email protected] November December Phone: 304-293-5450 ment Utilizing School Agricultural education has not been ex- March April empt from the “accountability” move- Laboratories The Road Less Traveled ment in education. Programs are ex- The development of psychomotor skills pected to implement practices that will is a crucial component of career and tech- As agricultural education programs have provide data to evaluate student perfor- nical education programs. In order to de- evolved over the past twenty-fi ve years, mances and overall program quality. velop these skills, laboratory activities the types of students involved in the pro- This issue of The Agricultural Education are essential. Agricultural educators uti- grams have changed as well. Who are Magazine will explore ways the high lize many laboratory settings to provide these non-traditional students, where did school teacher can use to assess student skill development opportunities for its they come from, and where are they tak- achievement. students. A number of practitioners will ing us? share ways they use laboratories in their Theme Editor: agricultural education programs. Theme Editor: Andrew Thoron, Ph.D. Jon Simonsen, Ph.D. Assistant Professor Theme Editor: Assistant Professor Agricultural Educ & Communication Thomas H. Paulsen, Ph.D. Agricultural Education College of Agricultural & Life Sciences Assistant Professor College of Agriculture, Food & Natural University of Florida Agricultural Education and Studies Resources 307C Rolfs Hall College of Agriculture and Life Sciences University of Missouri PO Box 110540 Iowa State University 125A Gentry Hall Gainesville, FL 32611-0540 217 Curtiss Hall Columbia, MO 65211 Email: athoron@ufl .edu Ames, IA 50010 Email: [email protected] Phone: 352-294-1992 Email: [email protected] Phone: 573-884-7375 Phone: 515-294-0047

September October 2013 27