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Enhancing Career Preparation Through the Comprehensive AGED Model

Enhancing Career Preparation Through the Comprehensive AGED Model. Jon W. Ramsey, M. Craig Edwards, Shane Robinson & Jeff Whisenhunt Oklahoma State University. Objectives. Discuss entry level technical skills (ELTS) that industry representatives have identified (Ramsey, 2009)

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Enhancing Career Preparation Through the Comprehensive AGED Model

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  1. Enhancing Career Preparation Through the Comprehensive AGED Model Jon W. Ramsey, M. Craig Edwards, Shane Robinson & Jeff Whisenhunt Oklahoma State University

  2. Objectives • Discuss entry level technical skills (ELTS) that industry representatives have identified (Ramsey, 2009) • Determine practical application of AFNR career pathways per student SAE Programs • Develop SAE action plan to help students gain ELTS

  3. T-P-S • What entry level technical skills should/could students learn through SAE?

  4. Introduction Preparation of workers requires an educational program that provides not only job skills, but also learning opportunities involving HOTS, problem solving, and collaborative work skills (Doolittle & Camp, 1999).

  5. Introduction SAEs are beneficial to students because of the development of desirable occupational and educational attitudes as well as work values (Dyer & Williams, 1997).

  6. Introduction • The purpose of agricultural education has focused on • (a) preparing people for entry or advancement in Ag occupations and professions, • (b) job creation and entrepreneurship, and • (c) Ag literacy (Phipps, Osborne, Dyer, & Ball 2008)

  7. Introduction • Roberts and Ball (2009) conducted a philosophical examination of the function of agriculture in secondary AGED. They examined the utility of agriculture as the content that is learned as well as the context in which learning occurs.

  8. Introduction A content-based model for teaching agriculture (Taken from Roberts & Ball, 2009)

  9. Introduction Comprehensive Model of Agricultural Education (Taken from Talbert et al., 2007) The comprehensive model of agricultural education (AGED) focuses on the classroom and laboratory, youth development (FFA), and experiential learning (SAE) components of the program (Talbert, Vaughn, Croom, & Lee, 2007).

  10. Introduction • Perkins IV legislation calls for the development of “programs of study” in CTE aligned with industry-recognized standards. • Aligning occupational programs with local or statewide industry standards is important in preparing students for careers (CenterGram, 2008).

  11. Introduction Richens (1999) defined entry-level skills as industry or discipline specific workplace skills necessary for entry-level employment, including technical skills.

  12. Introduction The curriculum structure of AGED in Oklahoma is based on the Agriculture, Food, and Natural Resources (AFNR) Career Cluster (ODCTE, 2009).

  13. Introduction The AFNR Career Cluster includes: Food Products and Processing Plant and Soil Science Animal Science Agricultural Power, Structures and Technology Agribusiness and Management Ag Communications Natural Resources & Environmental Science (ODCTE, 2009)

  14. Summary • The Comprehensive, 3-Component Model of AGED with emphasis on students’ Supervised Agricultural Experiences (SAEs) (Talbert et al., 2007) • Roberts’ and Ball’s (2009) model for teaching agriculture • Career Cluster for AFNR (ODCTE, 2009) and its 7 Career Pathways

  15. Number of ELTS from Round One by Career Pathway Presented to Panelists in Round Two (n = 105)

  16. Total Number of ELTS by Career Pathway that reached “Consensus of Agreement” following Round #3 (n = 60)

  17. Top Ten ELTS • AGBMGT • Balance sheets • Calculate simple interest • AGCM • Speaking (oral communication) • Writing • FPP • Proper hygiene (food preparation)

  18. Top Ten ELTS • ANSI • Livestock terminology • Business math • Proper vaccination procedures • APST • Tool identification • PSS • Plant identification

  19. Findings – Animal Science Technical Skills 1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree

  20. Recommendations:Future Practice • Teacher educators should make the AFNR Career Cluster and its career pathways more transparent to AGED students during their pre-service preparation.

  21. Recommendations:Future Practice • Program leaders should continue to facilitate and promote the SAE component of AGED. • Incentives • Teachers should increase their collaboration with industry partners to provide more worksite placements as students’ SAEs. • Externships

  22. Recommendations:Future Practice • Stakeholders should work together to inform teachers’ practices regarding planning, facilitating, assessing, and evaluating students’ SAEs in the context of career pathways and their acquisition of ELTS.

  23. SAE Potential A content-based model for teaching agriculture (Taken from Roberts & Ball, 2009)

  24. Break-Out-Small Group • Develop an action plan for the acquisition of ELTS for students

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