Tuesday, September 30, 2014

Session 11: What Does Inclusion Mean?

Today in AEE 311 we talked all about inclusion!  Ms. Megan Tanaka spoke with us today about making an effort toward "intentional inclusion", a powerful concept!  Finally, we wrapped class up with 6 different lists to help us create a poem based on our own personal culture; as we know, we can't fully understand the culture of our students without first understanding our own culture!

What are you curious about?

  • Is the data collected at National Convention made public?
  • Lessons that I could use the sunglasses activities for?
    • Be creative!  Inclusion is important in any class but maybe an FFA Leadership class would be a great fit for the lesson!  Or, consider this for a segment on inclusion in the FFA during your FFA Officer retreat. 
  • How can we get the "We Are FFA" experience at our state convention?
  • To see how my poem will turn out
    • We can't wait to hear them all!
  • The "We Are FFA" program
  • Why did the "We Are FFA" program start?
  • Can you change a student's views on diversity when they grew up in a racist household?
    • This is a tough questions.  I believe that as teachers we may not always have the ability to change a student's circumstances but we can always provide a safe, constructive, culturally rich learning environment for each one of our students.
  • Student recruitment ideas
  • Is there a proper network for teacher and students to put program information and share ideas?
    • Why yes there is!  Check out this blog about using NAAE Communities of Practice as an AEE 311 student!
  • Are members or officers supposed to create the POA?
    • Officers should consider the needs and desires of the members but the POA should be developed by the officer team, likely at the officer retreat 
  • Can we have more peer to peer or big group discussions?
What did you learn?
  • More about intentional inclusion at the national level
  • Equity & Anti-racism
  • About Megan Tanaka's role at National FFA
  • "We Are FFA"
  • Diversity in the classroom
  • Local involvement with the "We Are FFA" program
  • Not to put Vaseline on sunglasses...
  • Empathizing with students with disabilities
What do you want to learn more about?
  • How to use the "We Are FFA" program locally?
  • What is an example lesson of inclusion?
  • How did Dr. Foster include others and their diversity into his FFA chapter?
  • More about Ms. Tanaka's position
  • More about reaching the needs of all students
  • Strategies for classroom inclusion
  • Ms. Tanaka's Contact info
    • mtanaka@ffa.org 
This week there was a lot of great questions about inclusion and the "We Are FFA" program!  I think that the resources listed below can answer a lot of these questions and I encourage you to really dig in and check them out!

FFA LifeKnowledge: Check out this link to a list of a ton of lesson plans that include elements of diversity and inclusion.  One of my favorites is the HS.72 : Appreciating Cultural Diversity lesson


Student Recruitment: Check out some of the resources that National FFA provides for student recruitment strategies 

Check out this video on the "We Are FFA" Program for some more info!



NAAE CoP: Learning the Basics


As students in AEE 311, future teachers, and future professionals, it is important to constantly add to the list of resources you have available to you for materials and networking.  A great place to start, especially for those in Agriculture Education is NAAE's Community of Practice.

NAAE's Community of Practice, or CoP, is a great networking site for agriculture educators to explore what other educators are doing in their classrooms, collaborate with other professionals, and to share the  innovative ideas, lessons, and experiences they have to offer.

CoP offers a wide variety of tools and methods for communication.  Users can create blog posts, post questions for any teacher or professional to answer, upload documents and videos, and even create surveys and polls.



Another neat feature of CoP is the ability to create private groups.  For example, during your student teaching year, all of the information you will need (i.e. assignments, blogs, documents, etc.) will be available for you on in your cohort's CoP group.

So how can you as an AEE 311 student utilize this tool?  The opportunities are endless!  Begin networking with teachers from around the nation, search for chapter officer selection plans and POA's, or find resources for training a stellar CDE team!  Communities of Practice would be a great place for you start or to get some motivation on our AEE 311 projects this year.
For more information, check out this link to head to the CoP Home Page.  Also, check out the video below for some more information on using NAAE's Community of Practice.



Thursday, September 25, 2014

Dr. Baggett Responses to Your Questions!

Hello all! As I had stated in the answers to the ticket out questions in an earlier session, Dr. Baggett has responded to your questions for here. Below are your questions and his responses!


Did Brown vs. Board of Education help improve vocational education for African Americans?

The Brown vs. Board of Education sat the judicial precedent for integration—that separate but equal was unconstitutional according to the 14th Amendment of the Constitution.  Very little changed in the real world of secondary education with this decision.  It wasn’t until the Civil Right Act of 1964 that real changes began to take place.  The “Cotton Belt States” still resisted change and the US Government had to use military force to make sure the law was enforced.  Hence, there were turbulent times in this region between 1965 and 1969. The majority population knew that African American schools were not equal because they did not support these schools appropriately compared with the other schools.  However, given the limited resources available, minority schools did an excellent job!  Desegregation helped to level the playing fields relative to the availability of resources.  
After 1964, minority schools were closed and minority students were integrated into majority schools.  There was a huge emotional letdown among minority high school graduates when they found that their alma mater no longer existed.
How did you feel about the FFA and NFA merge?  

Most NFA members were not happy with the merger and I was not exception.  Many NFA members felt that the merger was really a hostile take-over.  There was a vacuum of identity.  NFA members did not have an affinity for FFA.  The 1890 Land grant colleges and universities struggled in accepting FFA and did not embrace collegiate FFA chapters to replace NFA.  Few, if any, 1890 institutions developed collegiate FFA chapters.  My alma mater, NC A & T State University, developed the Ag Ed Association as a replacement for collegiate NFA.
Would things have been better if there would not have been segregated school, or would minorities have suffered more "persecution"?

Segregation was wrong on so many levels and it made a lie of the statement “One nation under God…” because the United States was two nations—one African American and a white.  Segregation was institutional racism in the truest sense of the word and everyone paid dearly.  Slavery was wrong and precipitated segregation where African men, women, and children were treated as property.  Persecution and abuse was used to keep slaves and eventual African Americans in their place as second class people not worthy of citizenship.
Life and education definitely would have been better if schools were not segregated.  Integrated schools exposed the races to one another and fostered racial harmony and respect.  Children of all races grow up, experience the same environment, face similar challenges, and achieve success or failure together.  These children see that the old stereotype are invalid and that skin color does not make a lot of difference.  Having equal access to the resources allows all to develop and grow at one’s interest and capability.  Some, both black and white, will make the most of these opportunities and excel while others will do the minimum.

AEE 311 Session 10 Ticket Out: What is a Program of Activities?


Thanks for a great "Jill Gordon Day" session this morning ;). Check out the ticket out answers below! I have sent to link to Stephanie as well, so hopefully any questions that are geared towards her will be answered! I will try my best to answer from what I know already :).

Other important information: There are currently 3 POA examples loaded onto Angel as well as my own assignment from last year. Seriously, let me know if you have any questions about the assignment! You can reach me on Angel mail, email (jag5750@psu.edu) or Twitter (@jillianpsu).

Also feel free to contact Mrs. Jolliff in regard to any resources. You can reach her at jolliff@ridgemont.k12.oh.us

What are we curious about?

  • National FFA
    • This is quite the broad question, check out their website (ffa.org) to see the different programs, activities and resources that are available (both as a collegiate student and an ag teacher) if you have a more specific question, comment below or tweet out and I will get back to you!
  • How the built in grade works for tying FFA into the classroom
    • Given that FFA in an INTRAcurricular activity (built INTO the classroom) and that Pennsylvania is an affiliate state (meaning all ag ed students are FFA members) many programs now give grades for FFA involvement. So if you are enrolled in an Ag course, a portion of your total grade will go to the activities you attend. Linked here is the sheet that Stephanie gives her students to keep track of involvement.
  • What makes Jolliff's banquet different from others?
    • Going to lobby this one to Stephanie! (I have a copy of last year's program if anyone is interested)
  • How do I initially start creating a POA?
    • Remember that this assignment is NOT about creating a POA! It's about figuring out how to start a program in your school. See the examples on Angel to get a better understanding. Personally, I think a good place to start is looking at committee structure!

What did we learn?


  • Many components of implementing POA
  • How to get more student involvement
  • Ridgemont FFA Chapter
  • What characteristics make an effective POA
  • Jolliff is super woman
  • How to get students involved in POA


What do we want to learn more about?


  • A successful POA
    • Check out Stephanie's website to get more info on the structure of theirs. Remember, it will only be successful if it is student centered and student driven!!!!!
  • How to phase out "sacred cows"
    • I am going to let Stephanie give her input on this as well :)
  • How long did it take to get Ridgemont where it is today? What other growth would you like to see?
  • Getting a high school as a whole more involved with an Ag program?

If you missed the session or want to watch it again, click here!

Stephanie's Website (with Ridgemont Info)

Click here to check out the Ridgemont FFA Pinterest page!


Session 9: What is a Program of Activities?

Session 9 was a session of awesomeness! Ms. Jenna Genson was with us today speaking about Program of Activities!

Here is the link to the recorded session with Jenna! https://meeting.psu.edu/p84sjvot0ly/
What are you curious about?

  • What are the hours that you work to judge the chapter awards?
    • There are several options for Penn State students to judge National Chapter awards!  Email Janae Herr kjh5370@psu.edu for more information!
  • How to format our expectations of the POA
    • 3 examples of past AEE 311 POA's have been uploaded to ANGEL so check them out!  Also, this week's Weekly Web Wonder has lots of example POA's.
  • Job opportunities at National FFA
    • Check out this link for information on job opportunities at National FFA
  • How do I create a blog?
    • Great question!  There are lots of platforms for blog, our favorite is Blogger.  It is through Google so all you need is a gmail account and you are ready to go.  One of the first steps will be naming your blog, which can be tricky but is essential!  Check out this link for some tips.
  • Does each state have enough people to apply for the National Chapter Award each year?
    • Check out this link to see all of the 2014 National Chapter Award Recipients from each state!
  • Continuing to learn about FFA
  • How do I do all of this as an Ag Teacher and FFA advisor and still have time for life outside of my job?
    • This would be a great question for Ms. Stephanie Joliff during our next session.  Ms. Joliff has an incredible program in Ridgemont,OH and balances a family in there as well!
  • How in depth is the budget in a POA?
    • Check out the ANGEL & Web Wonder examples.  The budget is usually the chapter's budget for the entire year so you will need to anticipate any income or expenses. 
  • All of the work I need to do
    • Review the syllabus and utilize your TA's!
  • Working with my cooperating center on their POA
    • A great place to really get a handle on what implementation of a POA looks like!
  • I am still a little confused as to what is required in a POA
    • Check out the examples and email your TA's!
  • Who in PA has qualified or been awarded the National Chapter Award?
What did you learn?
  • Program of Activities (POA)
  • Committees included in a POA
    • Student, Chapter and Community Development Committees
  • National Chapter Awards
    • Application Process
  • Creating a successful POA
  • Importance of a POA
  • "You are a coach, not a parent!"
  • POA implementation in the community
  • POA resources
  • Duties of the Sentinel
What do you want to learn more about?
  • Next week's guest speaker
    • Ms. Stephanie Joliff from Ridgemont, OH, speaking about POA Implementation.  Come with great questions!
  • Format of the officer selection plan
    • Check out the ANGEL examples
  • Opportunities on the National FFA trip
    • Talk to one of our coordinators about opportunities for PSU students at National Convention! kjh5370@psu.edu
  • What does the National Chapter Award application look like?
    • Check out this link to the Application for the National Chapter Award
  • Georgia & Texas Agriculture Programs
    • Here are links to some information on Agriculture Education in Georgia and Texas!

Monday, September 22, 2014

Session 8: Ag Career Network

Last Thursday we had two great speakers give a presentation on the Ag Career Network. We learned some valuable information from the two.

Responds to ticket outs:


What are you curious about?

  • How many scholarships are available through career cruising?
    • By being a high school senior or college student you may recieve one scholarship per year for a total of two years. 
  • Can students use the AgCN after they graduate?
    • As long as you are a member of your local chapter you can us AgCN for up to three years after graduation. Once graduated you can still have access if you are part of a collegiate FFA and then after graduation college you may have access as an FFA Alumni
  • Can the Learning Styles Inventory be printed out?
  • How to get students motivated to complete the career cruising test
    • This can be done by making every unit have a career section to it or just by doing a unit on careers. Students do not want to do anything unless they see the results are worth it. Just making things worth grades may help as well. 

What did you learn?

  • excel can be uploaded into AgCN, it is a websource we can use for an FFA program
  • Learning Styles

What do you want to learn more about?

  • My journey
    • I am not sure when my journey will be avaiable, however, Haley has offered for you guys to be the beta testers for the program. If you are interested please email me and I can give her your contact. 
  • Are there different types of accounts in AgCN, if so what features are available for each?
    • There is an account for teachers where rosters can be uploaded and then there are accounts for students. 
  • Can anyone access the financial aid section to search for scholarships? Is it limited to HS students?
    • This is limited to members only. Therefore, anyone who is not part of AgCN, will not have access. 

Thursday, September 11, 2014

Session 6- Learning about the NFA



                Today we had a great class period with Dr. Connie Baggett! It was amazing to hear his stories from the NFA and that he even shared some of the songs that he sang when in the NFA chorus! Thank you all for a wonderful class!

Ticket Out Questions

What are you curious about?

  • What are Dr. Baggett’s personal thoughts on the merge of the NFA with FFA?

o   This will be answered as soon as an email is received from Dr. Bagget. Check back for the answers!

  •  Dr. Baggett, would things have been better if there would not have been segregated schools, or would minorities have suffered more “persecution”?

o   This will be answered as soon as an email is received from Dr. Bagget. Check back for the answers!

  • How different was the NFA from the FFA?

o   Remember the NFA and FFA were “separate but equal.” The handout given in class does a great job explaining the differences. Some of the basic differences were that the NFA only allowed African-American students to participate and were strongly religion based where FFA allowed everyone to join depending on where you lived.

  •  There were African American officers in the FFA before the merger, how was this possible with the separate but equal doctrines/laws?

o   Some states were not segregated and gave all students regardless of race the opportunity to participate in the FFA.
  •  More resources for FFA History including the NFA.
o   The additional readings section on Angel gives many great ways to research history. Looking through the Agricultural Education Magazine archives is another great way to learn more about the FFA history. Here is a link to the NFA page on the FFA website that gives more information on the NFA and their milestones: https://www.ffa.org/About/NationalFFA/diversity_and_inclusion/newfarmers/Pages/NFA-History-and-Milestones.aspx
  •  How are minorities represented in the FFA now? Is the NFA still in existence?
o   According to the National FFA website, “67% of our membership is White; 22% is Hispanic/Latino; 8% is Black/African-American or American Indian; and 3% Asian, Pacific Islander or two or more races.”
o   No the NFA is not still in existence.
  •  How has affiliate membership affected SAE projects? Do all students still complete one?
o   All students have always been required to complete SAE projects regardless if they are an FFA member or not. The qualities of the SAE projects vary, but remember that SAE is one of the three circles needed for a successful agricultural education program.
  • Why the NFA isn’t as well known as the FFA.
o   The FFA has been around much longer than the NFA. After the merge, the NFA was no longer in existence so it did not gain recognition.
  • What are some ways the NFA’s educational instruction methods are being used today?
o   Many of the things that we not use in the classroom for teaching aids are combinations of the FFA and NFA’s educational instruction methods. Both followed the three circle model very closely.
  • Did the FFA and NFA ever compete in events together? i.e. Livestock judging contests.
o   No, the organizations were completely separate until the merger when all members were part of the FFA.
  • Non-traditional SAEs.
o   There will be a class session devoted to this subject later in AEE 311, so stay tuned!
  • Officer selection plans for next week.
o   This will be covered in depth on Tuesday! Be thinking of what a good officer team is made of and what guidelines need to accompany a team for success!
  • How can I best prepare for assignments?
o   Ask questions and look at the examples given.
  •  How some students reacted to the NFA/FFA merge?
o   Minorities in the FFA dropped significantly after the merge.
  •  Learning more about the history of Ag Ed through the online resources on Angel.            
o   Good idea! Using the resources listed on Angel is a great way to learn more about Ag Ed.
 
What did you learn?

  • How important SAEs are in the development of a young person who may not know what they want to do.
  • The history and symbol of NFA
  • Dr. Baggett is a good singer!
  •  Rufus Stimson is the father of SAE.
  • SAE was part of the Smith Hughes Act.
  •  “You train animals, but you educate people”

What do you want to learn more about?
  • What is the H.O. Sargent award for?
o   Originally the H.O. Sargent award was given to students after they graduated from high school. Upon merging with FFA, the National FFA now commemorates the NFA with the H.O. Sargent award. For more information visit: https://ulib.iupui.edu/special/nfa
  • What are the present ratios of diversity in the FFA currently?
o   67% of the membership is White; 22% is Hispanic/Latino; 8% is Black/African-American or American Indian; and 3% Asian, Pacific Islander or two or more races.
  • NFA- history, competitions, etc.
o   Here are two links to explore with information on the NFA: https://ulib.iupui.edu/special/nfa and https://www.ffa.org/About/NationalFFA/diversity_and_inclusion/newfarmers/Pages/NFA-History-and-Milestones.aspx. Also refer to the handout given in class
  •  How can I engage more students in SAE projects?
o   Stay tuned, this will be covered in a later AEE 311 class!
  •  I want to learn more about what or when schools/clubs formed.
o   Research specific schools for specific dates. Each school is different.
  • How to increase chapter diversity?
o   Stay tuned, this will be covered in a later AEE 311 class!
  • Did Brown vs. Board of Education help improve vocational education for African Americans?
o   This will be answered as soon as an email is received from Dr. Bagget. Check back for the answers!
  • Ways to involve everyone in the classroom and to help each students have great experiences/memories.
o   The best way to do this is to have a comprehensive Program of Activities that encompasses everyone and engages them in a fun yet instructional manner.

Tuesday, September 9, 2014

Session Five: Where did it all begin?

While I wasn't present this morning, it looked like an AWESOME session! Way to rock out the quiz bowl. Check out below for responses to unanswered questions following session 5!

What are we curious about?


  • Does it look like AET will become a national standard?
    • I hope Dr. Foster chimes in on this one! But given that many states are going to affiliate membership and in turn with affiliate memberships comes an AET subscription, yes.
  • More on the NFA
    • We'll get this on Thursday with Dr. Bagget! Come with prepared with questions!
  • Online lesson plans like the ones on leadership and other areas?
  • National FFA Convention
    • Dr. Foster should be sending out an email here soon! If you have more pressing questions, contact your fellow classmates Janae Herr and Stacia Creed!
  • What are other fun ways to provide information to students?
    • You'll learn more about this in AEE 412, but for now here are some sweet links I use as a resource when lesson planning!
  • Will FFA and all of the associated programs ever make sense? Having no ag ed or FFA background, I find it all very confusing.
    • A wonderful and fellow 2015 cohort member Carly-Jean Schaefer has previously expressed the exact same sentiments to me when starting out in AEE. Now as we prepare to embark on our student teaching journey, Carly-Jean has grown leaps and bounds in her knowledge. She "drank the Kool-Aid" as I like to call her. Her email is cjs5582@psu.edu, feel free to reach out, I am sure she would be happy to help!
What did we learn?

  • Why the 33 delegates were in Kansas City, Missouri for the first FFA convention
  • More about ag ed
  • National FFA website has lesson plans
  • Resource to find standards that we should be meeting as ag teachers
  • National Standards for Ag Programs
  • How to implement a fun way to learn classroom material
  • Quiz bowls are awesome!
What do we want to learn more about?
  • When a program is audited by the state are they held to the NQPS?
    • Pennsylvania actually has their own program approval standards. You can find them here 
  • Getting more diversity in the classroom?
    • We will be learning a lot more about this in sesssion 11, but for now check out the diversity inclusion section of the National FFA Website
  • How the FFA and NFA merged
    • Save this question for Thursday! :)
  • Who are other prominent figures in the ag ed community?
  • Are there quiz bowl FFA questions already made online?
    • Well even if there were...having students look for the quiz bowl questions allows for additional learning for students and prepares them to answer the questions correctly.
  • What AET looks like from the teacher side?
    • All four TAs have teacher access, stop one of us in the beginning of class and we can let you take a peek!
  • What would a typical day be like an ag teacher?
    • The National Teach Ag Campaign has a great blog about this, check it out! 
Peace out Girl Scouts, see ya Thursday!

Friday, September 5, 2014

Session Four- What is an FFA Advisor?



Session 4 Ticket Out
                Today AEE 311 had the opportunity to hear the FFA Creed given by Bailey Hoyt from Central Colombia High School and talk to Mr. Doug Brown about his program. Everyone also had the opportunity to ask questions to both Mr. Doug Brown and Ms. Bailey Hoyt about their agricultural program and interests.

What are you curious about?

  •          I am curious about other opportunities in Ag Education other than teaching.

o   The opportunities with an Ag Education degree are endless! Here is a link to the Penn State College of Agricultural Sciences webpage that gives examples of students who have graduated with an Agriculture and Extension Education degree and are working outside of the classroom: http://aese.psu.edu/majors/aee/careers .

  • ·         Being an agriculture teacher.

o   Explore the major through Penn State a little more and talk with Dr. Foster and Dr. Ewing. It is also beneficial to review some teacher blogs on their experiences or go and shadow an agricultural educator.

  • ·         Is any one strategy more important than the next strategy?

o   No, all the strategies are equally important.

  • ·         What are some ways to get students initially involved in an agricultural program?

o   Students need to “buy in” to what you are doing as a program. If students do not see that the agricultural program is accomplishing something and having fun while doing it, they will be less likely to join. Promote agricultural education throughout your school and show students how awesome your program is, that will draw their attention.

  • ·         How the role of the advisor comes out in the classroom.

o   Remember that the advisor and the teacher are one in the same for the classroom. It is important that as the advisor and teacher, students are still being engaged while learning.

  • ·         Agricultural teachers experiences with students and fellow teachers.

o   The best way to answer this question would be to go find and talk to agricultural teachers about their experiences.

  • ·         More information on Central Columbia School District. It sounds like a great school.

o   Here is the link to the Central Columbia School District webpage: http://www.centralcolumbia.k12.pa.us/domain/325

  • ·         Finding more ways to get involved with other organizations at my cooperating center.

o   Talk to your cooperating teacher and see what suggestions they may have for other involvement outside of the classroom.

  • ·         Career pathway schools

o   Career pathways work as follows for each grade level:
§  7th grade: students will investigate pathways that interest them
§  8th grade: students will conduct a one-day job shadow of that specific job
§  9th grade: students select 1.5 credits toward their chosen pathway, prior to 10th grade they are required to pick their top two pathways
§  10th grade: students must select courses that match their pathway
§  11th grade: students must select courses that match their pathway and must job shadow in their career interest
§  12th grade: complete courses for pathway and complete exit interview

  • ·         How does agricultural education work in the classroom setting?

o   Agricultural education works very well in the classroom setting because it allows teachers to give students hands on learning experiences while still being in the classroom setting.

  • ·         Are there other CDE events that are only for freshman or specific grade levels?

o   FFA Knowledge and Creed Speaking are the only two CDE events that are for a specific grade level. The rest of the CDE events are open to grade levels 9-12. FFA Knowledge is not a National FFA CDE yet.

  • ·         How to “save” an FFA program that is failing.

o   To save a program, student involvement and interest is crucial. Publicize all the outstanding things the FFA program is doing, incorporate new events to draw members, and work with local businesses to gain community support.

  • ·         How do you promote your program & chapter to non-traditional audiences?

o   Public outreach events would be a great promotion for any FFA program or chapter. Events like community service activities or booths at community outings would get your program and chapter recognized by all audiences.

  • ·         How Mr. Brown uses technology.

o   Technology is used in the classroom for research, instruction and development of knowledge. Mac books, iPads, smart boards, and interactive videos are all used.

  • ·         At Central Columbia, how do both the high school and middle school ag science programs work together? Can middle school students be part of FFA in Central Columbia?

o   Yes, both the high school and middle school programs work together to see what students in grades 5-8 need before coming to the high school. While some schools do allow middle school students to be part of their FFA Chapter, Central Columbia does not allow this. Middle school focuses on very simple and base knowledge that students can expand upon in high school .

  • ·         What are some projects that the 11 strategies encompass?

o   Some examples could be SAE projects, community service events, or mentoring programs. The best way to find projects are to come up with your own to encompass all the strategies and skills you want.

  • ·         The story about Dr. Foster’s competitiveness.

o   Meet with Dr. Foster to ask him yourself about this question.

  • ·         How many schools participate in the career path aspect of learning.

o   There is not a definite number of schools

What did we learn?

  • ·           I learned when you become a teacher to balance your home and school life.
  • ·         About Mr. Brown and Bailey
  • ·         Creed CDE- what it is, how it is given, and how to practice.
  • ·         The difference between ag teachers and FFA advisors.
  • ·         Some aspects that go into being an ag teacher and FFA advisor.
  • ·         FFA involvement with other organizations is beneficial.
  • ·         Different strategies to promote/create successful agricultural education programs.
What do you want to learn more about?
  • ·         Chapters that started from the ground up.
o   Bald Eagle FFA Chapter is a great example of a new program that was recently chartered by the PA FFA.
  • ·         FFA
o   We will be discussing FFA some in AEE 311, but for more information look into taking AEE 100. Also refer to the manuals that were given at the beginning of class and check out the National FFA website. FFA meetings are usually predetermined by the chapter prior to the start of the year.
  • ·         Other CDE Projects
o   There are 25 total CDE events offered at the National FFA Convention. Here is a link so you can see all the different events available: https://www.ffa.org/programs/awards/cde/Pages/default.aspx
  • ·         Leadership in Agricultural Extension
o   Stay tuned for more of this to be discussed in class!
  • ·         How are the advisors working to increase student motivation and participation.
o   See above response.
  • ·         Examples of the 11 strategies
o   See above response.
  • ·         How the Central Columbia School works with career pathway learning.
o   See above response on career pathway schools.
  • ·         Central Columbia exit interviews students go through.·          
o   Students go through an interview with a panel of six judges. Two of these judges are faculty at Central Columbia, four are community members. Each interview covers the student’s course of action with career plans and future goals.