12/21/2024 4:34:56 AM	AGRI 50 Course Outline as of Fall 2015	Changed Course
CATALOG INFORMATION
Discipline and Nbr:  AGRI 50	Title:  INTRO AGRICULTURE EDUC
Full Title:  Introduction to Agriculture Education
Last Reviewed:3/9/2015

Units		Course Hours per Week			Nbr of Weeks	Course Hours Total
Maximum	3.00	Lecture Scheduled	3.00		17.5 max.	Lecture Scheduled	52.50
Minimum	3.00	Lab Scheduled	0		17.5 min.	Lab Scheduled	0
		Contact DHR	0			Contact DHR	0
		Contact Total	3.00			Contact Total	52.50
		Non-contact DHR	0			Non-contact DHR Total	0

Total Out of Class Hours:  105.00

Total Student Learning Hours: 157.50

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 
Formerly: 

Catalog Description:

Objectives, nature, and scope of teaching vocational agriculture. Overview of types of programs and classes and examination of career opportunities in vocational education.

Prerequisites/Corequisites:

Recommended Preparation:
Eligibility for ENGL 100 or ESL 100

Limits on Enrollment:

Schedule of Classes Information
Description:

Objectives, nature, and scope of teaching vocational agriculture. Overview of types of programs and classes and examination of career opportunities in vocational education.

(Grade or P/NP)
Prerequisites:
Recommended:Eligibility for ENGL 100 or ESL 100
Limits on Enrollment:
Transfer Credit:CSU;
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP

ARTICULATION, MAJOR, and CERTIFICATION INFORMATION

Associate Degree:		Effective:		Inactive:
Area:
CSU GE:	Transfer Area			Effective:	Inactive:
IGETC:	Transfer Area			Effective:	Inactive:
CSU Transfer:	Transferable	Effective:	Fall 2006	Inactive:	Fall 2020
UC Transfer:		Effective:		Inactive:
C-ID:

Certificate/Major Applicable: Both Certificate and Major Applicable

COURSE CONTENT

Outcomes and Objectives:
At the conclusion of this course, the student should be able to:

Upon completion of this course, the student will be able to:

1.  Identify and describe key individuals and events in the history of

agricultural education.

2.  Evaluate agriculture education programs in California and describe the

roles and responsibilities of agriculture instructors.

3.  Develop a complete lesson plan for use in agriculture education

instruction.

4.  Demonstrate effective lesson presentation techniques.

5.  Apply leadership theory and leadership development activities in the

classroom and while supervising agriculture programs and activities.

6.  Implement a Supervised Agriculture Experience Program (SAEP) and

utilize appropriate resources.

7. Identify employment options and requirements of various career paths in agricultural education.

8.  Identify and engage in professional development opportunities.

Topics and Scope

I.    Introduction and Orientation

     A. The 3-ring model of agricultural education

     B. History of agricultural education

        1. Key events

        2. Key individuals

     C. Development of agriculture education philosophy

     D. Structure of agriculture education in California

     E. A total program of vocational agriculture

        1. Program areas

        2. Courses

II.  Teaching at the High School Level

    A. Role of an agriculture teacher on campus

    B. Role of an agriculture teacher as an FFA (Future Farmers of

       America) advisor

    C. Classroom teaching

    D. Lesson planning and presentation

    E. Teaching techniques

III. Agriculture Leadership

     A. Survey of leadership development activities

     B. Overview of leadership theory

IV.   Supervised Agriculture Experience Program (SAEP)

     A. Role of an agriculture teacher as supervisor of "projects"

     B. Resources available for SAEP implementation

V.    Careers in Agriculture Education

     A. Employment opportunities

     B. Teaching credential requirements

     C. Qualifications

     D. Preparation - planning an undergraduate program of study

     E. California Agriculture Teacher's Association (CATA)

     F. Purpose and nature of professional development

Assignments:

Representative assignments:

1.  Reading: 15 - 30 pages per week.

2.  Agriculture education philosophy research paper (3-5 pages).

3.  Lesson plan and presentation of lesson.

4.  CATA activity participation and reflection paper (3-5 pages).

5.  FFA activities participation (3) and reflection papers (2-3 pages each).

6.  Professional development event participation and 1-page written summary.

7.  Agriculture awareness poster and oral presentation.

8.  Personal plan for career preparation (3-5 pages).

9.  Quizzes (2-5); final exam.

Methods of Evaluation/Basis of Grade.

Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.		Writing 20 - 30%
Research and reflection papers; summary.
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.		Problem Solving 0 - 0%
None
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.		Skill Demonstrations 20 - 30%
Poster and oral presentations.
Exams: All forms of formal testing, other than skill performance exams.		Exams 20 - 30%
Quizzes and final exam; multiple choice, completion, short answer.
Other: Includes any assessment tools that do not logically fit into the above categories.		Other Category 10 - 20%
Attendance and participation.

Representative Textbooks and Materials:

Official FFA Manual (current edition).

Lloyd Phipps, Edward Osborn, James Dyer and Anna Ball, Handbook on Agricultural Education in Public Schools, Thompson Delmar Learning, 2007.

Agriculture Education Magazine.

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