Overview of agricultural and leadership education career pathways in school and non-school settings, including extension, corporate and government sectors, and international and industry organizations. Includes overview of certification requirements, professional development, and current issues for agricultural education professionals.
An experimental course on a special topic in agricultural leadership, education and communications. May be repeated in the same or separate terms as topics vary to a maximum of 12 hours. Prerequisite: ALEC Program approval required.
Introduces formal and non-formal methods used to deliver education and training in agricultural and leadership education programs. Focuses on types and purposes of agricultural education, program components, principles of teaching and learning, community relationships, and reflective teaching. Technology-supported lab component provides skills needed to develop teaching and training materials.
Early field experience in agricultural education, including observation and analysis activities in public schools, extension programs, or other selected settings; participation in clinical field experience activities; examination of educational program development and operation, teaching and learning processes, contextual factors in learning, evaluation of student learning; and professionalism. Approximately 45 hours of early field experience will be acquired. Off-campus observation begins the first week of January. Agricultural education programs in both school and non-school settings are examined. Prerequisite: AGED 220; concurrent enrollment in EDPR 203.
Supervised off-campus experience in a field directly pertaining to subject matter in agricultural leadership education. Approved for S/U grading only. May be repeated in the same or subsequent terms to a maximum of 12 hours.
Individual research, special problems, thesis, development and/or design work under the supervision of an appropriate member of the faculty. May be repeated in the same or subsequent terms.
Supervised experience during the summer months and fall semester including: supervision of students' agricultural experience programs and projects; development of problem-solving and decision-making skills related to use of instructional technologies, management of FFA activities, and supervision of agricultural experiences; review of teacher certification requirements and application for teacher certification; development of online teacher certification portfolio meeting state, UIUC, and program requirements. A minimum of 50 hours or early field observation is required. Prerequisite: AGED 250.
Individual research, special problems, thesis, development and/or design work under the direction of the Honors advisor. May be repeated in the same or subsequent terms. Prerequisite: Junior standing, admission to the ACES Honors Program.
An introduction to the application of pedagogy through early field experiences in agricultural education. Students participate in eight weeks of instruction and 40 hours of participatory experiences in approved agricultural education programs. Off-campus observation begins the first week of January. Restricted to graduate students in the teacher education option. 2 undergraduate hours. 2 graduate hours. Prerequisite: Concurrent enrollment in EDPR 203.
This instructional methodology course provides students the opportunity to analyze the principles of learning and teaching as they influence the academic motivation of learners in formal and non-formal environments within agricultural, food and environmental sciences. Topics include: the understanding and implementation of psychological aspects of learning, planning and development of agricultural courses and curricula, creating teaching plans, managing positive learning environments, evaluating student learning, and the utilization of effective self-reflective teaching behaviors. 3 undergraduate hours. 3 graduate hours. Prerequisite: AGED 220 for majors; consent of instructor for non-majors.
Synthesis of principles of teaching and learning as they influence educational activities in formal and non-formal environments within agricultural and related sciences. Gives individuals an opportunity to apply the educational concepts covered in AGED 300 or AGED 420. Individuals will design, implement, and evaluate learner-centered approaches in a variety of simulated educational environments. 3 undergraduate hours. 3 graduate hours. Prerequisite: AGED 300 or AGED 420 or graduate standing.
Instruction in the youth development process, including learning; philosophy and purposes of youth development policies, programs, and organizations; relationships to organizational missions; principles and procedures for developing, coordinating, and implementing youth development programs; and examining research and practice in youth-at-risk initiatives. 3 or 4 undergraduate hours. 3 or 4 graduate hours. Prerequisite: AGED 220, or HDFS 105, or PSYC 100.
Students complete this course during their twelve-week practice teaching or internship experience. Written assignments will focus on development of teaching plans, program initiation and improvement plans, and actual evaluation studies of agricultural education programs. Instruction will be provided during on-site faculty visits and by cooperating personnel. 4 undergraduate hours. 4 graduate hours. Prerequisite: AGED 420.
The purpose of this course is to gain knowledge and skills to be an effective agriculture educator. This course is intended for high school agriculture teachers who are entering their first year as an educator. This is a blended course; the majority of the course will take place during the two-day, face-to-face instruction at an off-campus location (16 contact hours), while the remainder of the course will occur through online instruction. No undergraduate credit. 2 graduate hours. Prerequisite: Restricted to students who have completed an undergraduate degree and have accepted a position teaching agriculture in a secondary school in the state of Illinois.
This course is intended for high school agriculture teachers who are entering their second or third year as an educator. The majority of the two-day face-to-face course (16 contact hours) will occur at an off-campus location in mid-July. The purpose of the course is to provide teachers with an opportunity to reflect on successes and challenges from the previous year, address concerns and/or areas of improvement, and provide teachers with a framework to support their efforts in the upcoming year. Assignments include: strategic planning for officer teams, community involvement, and classroom/shop management, in addition to revising existing curriculum and/or developing new curriculum. No undergraduate credit. 1.00 graduate hours. N/A Prerequisite: Restricted to students who have completed an undergraduate degree and have accepted a position teaching agriculture in a secondary school in the state of Illinois.
Special topics in agricultural education. 1 to 4 undergraduate hours. 1 to 4 graduate hours. May be repeated in the same or subsequent terms to a maximum of 12 undergraduate or graduate hours as topics vary.
Advanced study in selected phases of agricultural education applicable to agricultural educators in schools, community colleges, universities, cooperative extension, agribusiness, and community and governmental agencies. May be repeated in the same and subsequent terms.
Theoretical and practical approaches to planning, delivering and evaluating programs in agricultural education, with a focus on development of comprehensive educational plans.
Analysis of teaching and learning processes, program improvement strategies, professional development, FFA chapter development, awareness of school law, program management, and discussion of trends and issues in agricultural education.
Planning, delivering and evaluating effective teaching and learning of college-level agricultural, consumer and environmental sciences; the role of faculty in the governance of higher education in the agricultural sciences. Prerequisite: Master's standing.
Theory and practice of advanced program delivery in non-school settings, including the following: strategic planning; environmental scanning; logic model development; experiential and accelerated learning methodologies; and training and development strategies.
Theory and practice of advanced program evaluation in non-school settings, including the following: measuring the impact of educational programs; program outcomes and indicators; measuring behavior change, and developing, using, interpreting, and reporting pre-post evaluations, qualitative data, surveys, focus group data, and observational data.