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)

• Determine practical application of AFNR career pathways per student SAE Programs

• Develop SAE action plan to help students gain ELTS

T-P-S

• What entry level technical skills should/could students learn through SAE?

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).

Introduction

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

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)

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.

Introduction

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

Introduction• 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).

Comprehensive Model of Agricultural Education (Taken from Talbert et al., 2007)

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).

Introduction

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

Introduction

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

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)

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

Number of ELTS from Round One by Career Pathway Presented to Panelists in Round Two

(n = 105)

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

Top Ten ELTS

• AGBMGT– Balance sheets– Calculate simple interest

• AGCM– Speaking (oral communication)– Writing

• FPP– Proper hygiene (food preparation)

Top Ten ELTS

• ANSI– Livestock terminology– Business math– Proper vaccination procedures

• APST– Tool identification

• PSS– Plant identification

Findings – Animal Science Technical Skills

1 = Strongly Disagree, 2 = Disagree, 3 = Agree, 4 = Strongly Agree

StatementTopic

Theme M SD% Agreement

(marked “3”, “4”)

1. Use basic math skills BMDH 3.54 0.51 100.0

2. Execute general farm safety practices

OMTM 3.54 0.65 92.30

3. Understand animal needs AH/H 3.54 0.65 92.30

4. Identify unhealthy animals H&N 3.46 0.58 96.15

5. Operate farm equipment in a safe manner

OMTM 3.42 0.64 92.30

6. Value general animal health H&N 3.35 0.63 92.30

7. Read and interpret equipment operating procedures

OMTM 3.27 0.53 96.15

8. Understand male and female anatomy of specific livestock/equine

ASE 3.27 0.67 88.46

9. Record & maintain relevant data BMDM 3.23 0.65 88.46

10. Understand basic animal reproduction

R&G 3.19 0.63 88.46

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.

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

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.

SAE Potential

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

Break-Out-Small Group

• Develop an action plan for the acquisition of ELTS for students