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- Creator:
- Peterson, Carolyn
- Description:
- For many community college students, maneuvering through their education to a degree completion is difficult and often requires more than the traditional two years. While academic and financial supports are critical to the completion of a degree, success is also dependent on effective study habits and dedication to coursework. This paper reviews the evidence of the need for highly structured programs. Students must be given specific pathways that guide them towards the receipt of a degree or program certificate. Without this structure, research has shown that students fail to make decisions optimal for success. Thirty-five students enrolled in an introductory animal science course at Woodland Community College were surveyed to identify the following: demographic characteristics; discover student funding of educational expenses; describe their educational and career goals/expectations; and determine student study habits. Students were found to finance their education through either Board of Governors fee waivers or financial support from employment or family members. Students overwhelmingly believe grades were extremely important and intended to complete their coursework at Woodland Community College and attend four-year universities. However, responses showed that most had not met with a counselor, developed an educational plan, and did not devote the appropriate amount of time to the course. The study suggests the agriculture department must implement specific policies to improve student success. The department must require students to meet with a counselor, as well as discuss with students necessary practices they must apply to succeed in college. Ideally, specific pathways must be established in order to insure that students are able to complete their coursework towards a degree in a reasonable amount of time.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Reid Harris, Kathleen J.
- Description:
- This project examines the development of an agricultural program at Plumas Charter School at Indian Valley Academy. Development of an agricultural program included: Identifying components required for establishing a new FFA program and apply for a FFA chapter for the CA FFA Association; identifying components required for a chapter program of work and submit a program of work to the CA FFA Association, program Bi-laws and identifying recruitment strategies for development a new FFA program at Indian Valley Academy.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Welch, Shannon
- Description:
- Research of the science of learning has unveiled the need to teach for understanding. In the same scope, it has been noted that students’ pre‐existing knowledge can affect how they acquire new knowledge. The need for action research became evident when analyzing below average assessment scores of students in early units of a tenth grade, agriculture biology course. The apparent lack of understanding prompted implementation of action research encompassing teaching for understanding while utilizing students’ prior knowledge. Life knowledge is a curriculum released by the National FFA Organization and is designed for integration into agricultural courses. Student test groups were taught small content units with and without Life Knowledge Precepts and were assessed at the close of each unit. Qualitative observations were made noting student engagement, interest and understanding during the units for comparison. Assessment performance and observations during unit instruction were compared to determine if Life Knowledge instruction leads to higher level content knowledge and higher levels of student engagement. The results of the trial showed assessments following Life Knowledge instruction appear to be more effective in holding student interest and attention. It was further noted that it is most effective to teach Life Knowledge at the beginning of a unit rather than at the end. Observation of student behavior during the trial suggested students were more engaged by Life Knowledge and less resistant to participation in class activities when Life Knowledge was used.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Peters, Erin M.
- Description:
- The objective of this project was to establish the need to add an agriculture based economics and government class at a local high school. The high school is located in Northern California and is surrounded by agriculture. In fact, many graduates acquire agricultural positions after high school. The high school has been open nine years and is still developing classes that connect the community and other programs on campus. As the campus grows and expands, the administration requested various departments to develop courses to meet the needs of students as well as develop skills relevant to post secondary education or the work force. The agriculture department sought to develop a senior level course that addressed graduation requirement for government and economics. After the need to offer the course was confirmed, efforts were then devoted to develop a class syllabus, class outlines and sample lessons to be taught in the class for approval.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Welch, Shannon
- Description:
- Research of the science of learning has unveiled the need to teach for understanding. In the same scope, it has been noted that students’ pre‐existing knowledge can affect how they acquire new knowledge. The need for action research became evident when analyzing below average assessment scores of students in early units of a tenth grade, agriculture biology course. The apparent lack of understanding prompted implementation of action research encompassing teaching for understanding while utilizing students’ prior knowledge. Life knowledge is a curriculum released by the National FFA Organization and is designed for integration into agricultural courses. Student test groups were taught small content units with and without Life Knowledge Precepts and were assessed at the close of each unit. Qualitative observations were made noting student engagement, interest and understanding during the units for comparison. Assessment performance and observations during unit instruction were compared to determine if Life Knowledge instruction leads to higher level content knowledge and higher levels of student engagement. The results of the trial showed assessments following Life Knowledge nstruction appear to be more effective in holding student interest and attention. It as further noted that it is most effective to teach Life Knowledge at the beginning of a unit rather than at the end. Observation of student behavior during the trial uggested students were more engaged by Life Knowledge and less resistant to participation in class activities when Life Knowledge was used.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Rowley, Clarissa
- Description:
- High school students may not be aware of the specific employability skills needed in the workforce, and therefore may not be adequately prepared to enter the workforce upon graduation. The purpose of this study was to assess the perceived importance of 30 employability skills as determined by agriculture-related employers and high school agriculture students in Nevada County. Thirty skills were ranked using a Likert type scale ranging from 0 (no importance) to 3 (most important). The goal was to use the collected data to determine which employability skills should be taught within a high school agriculture course in order to best prepare high school agriculture students for the workplace. Employers ranked employability skills related to personal and social behaviors of greatest importance. Students perceived employability skills related to time management and deadlines as most important. Both employers and high school students ranked most of the employability skills as moderately important.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Ammon, Elizabeth
- Description:
- To allow students to reach the full potential of the three-ring agriculture education model, students must excel in all three categories: FFA (formally Future Farmers of America), Supervised Agricultural Experience (SAE) and the classroom/laboratory. SAE experience begins at the local level. Students in the Lassen High School agriculture program volunteer at local veterinary clinics for their SAE and compete in the veterinary science career development event in FFA. To tie these two to the classroom/laboratory component, the current companion animal care curriculum required addition of veterinary science standards. These standards were embedded into the existing curriculum to provide a model agriculture program. Adding this curriculum allows students to develop knowledge about veterinary sciences. Students will be well prepared for the veterinary science contest, volunteering at the local veterinary clinics and to further their education at the university level.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Daniels, Michelle Ann Roth
- Description:
- Theory suggests students with agriculture education and FFA backgrounds are more engaged in community service and leadership roles in their careers. Findings suggest FFA programs provide students opportunities to accept leadership roles that will positively affect both their secondary high school experience as well as their career path. Implementation of the FFA program into the high school setting requires assessment of support, logic models, recruitment and promotional ideas as well as budgets, grant writing, and curriculum models for LAUSD, CDE, and FFA. Factors such as leadership development, community impact, effects of agriculture education and FFA were developed as components of this project. The impact on students and careers, instructional strategies, and implementation requirements were also addressed. Results of this study show a definite need for agriculture education in the high school setting and that students engaged in these programs empower themselves with strong leadership skills and knowledge that will prove to be assets in their future careers.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Creator:
- Goehring, JessLee
- Description:
- Agriculture education programs do an excellent job of teaching youth leadership skills and knowledge though the three ring model of SAE, FFA and classroom instruction. Although these programs provide students with opportunities to succeed, there is a need for leadership courses to be taught in all high schools to provide them with more knowledge and skills that will prepare them for college and their future careers. Not only will this benefit the students, but it will also provide leadership in the work place, which has been at a steady decline. This project focuses on the needs of developing an agriculture leadership class at Lodi High. This course is needed because a leadership course option is noticeably absent from the program. Although the agriculture program at Lodi High School is very successful, a leadership course would provide students with a curriculum that will challenge them to develop and strengthen their leadership skills. Additionally, it will provide students with an elective course option to choose for their junior or senior year of high school. This would help to decrease the number of students repeating courses or not continuing their enrollment. This project used a qualitative study to determine the needs of the current agriculture students (n = 98) at Lodi High School. The study found a strong need for adding the course to the agriculture program exists and over 70% of the students would enroll in the class. Adding an agriculture leadership class at Lodi High is needed and noticeably absent from the agriculture program and leadership development component.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
- Creator:
- Dodson, Bryan
- Description:
- The purpose of this project is to create curriculum that provides secondary students enrolled in agricultural mechanics courses at Liberty Ranch High School with the practical and real‐world opportunities to apply their skills and knowledge. Current curriculum in the agricultural mechanics discipline provide ample opportunities to build and develop skills in welding technique, however it does not equip students with valuable application experience within the fabrication and construction skill areas. Through the use of a student‐completed needs assessment and literature review of research and trade industry‐related publications, it is evident that both welding technique and fabrication knowledge are essential competencies desired by employers in the metal fabrication industry. This project began with the review of the agriculture mechanics section of the California Content Standards. As with all curriculum creation, standards provide the foundation for curricular objectives and creation. The initial step within the methods was to create the instrument. Once the instrument was created and administered, the results, coupled with the California Content Standards and a review of other program’s curriculum, were used to craft the course learning objectives. The course learning objectives were then organized within units to create a complete course unit plan. Once the unit plan was created, a course syllabus was generated, which includes a course description, course procedures, and grading policy. Once these steps were completed, each unit was created, adding specific activity sequences, assessment, and material lists, which finalized the curriculum.
- Resource Type:
- Graduate project
- Campus Tesim:
- Chico
- Department:
- Agriculture
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