Congratulations! Today is your day. You 're off to Great Places! You 're off and away! (S... more Congratulations! Today is your day. You 're off to Great Places! You 're off and away! (Seuss, 1990). Many of us have used Dr. Seuss' book "OA, the Places You'll Go G as a teaching tool in leadership classes, to inspire a chapter officer team, and as a graduation gift. There's something about Seuss' ability to rhyme that brings us back to this book time after time. More importantly, the advice offered in this little book goes a long way whether you're a high school graduate or a brand new teacher. The five authors of this article have a combined 30 years teaching experience in secondary Agricultural Education and are currently graduate students in teacher education. As we thought about what we would change if we went back to the secondary classroom, we remembered the exciting journey of beginning a new teaching position and the questions we would ask today based on our previous experiences. Our advice comes in the form of "Enduring Values" for new and aspiring agriculture teachers. The values are framed around the burning questions we would ask if we were to "do it all over again." why should we teach? Fame! You 'Il be famous as famous can be, with the whole wide world watching you win on TV. (Seuss, 1990). When addressing this question, the most basic answer is because: It is fun! If the possibility existed to go back again, our focus would be on acknowledging just how incredibly fun the job of teaching high school agriculture is. As agriculture teachers, we look fondly back on the times when homes and businesses readily welcomed us in their doors because we cared enough to ask, to visit, to check on student projects, and to show appreciation and excitement. Agriculture was truly learned best by serving as agricultural education ambassadors to the communities in which we taught where there were so many individuals and businesses who wanted to find out how they could help our students. Contemplating that now, as we work tirelessly behind a computer doing a variety of new duties, we can only smile and shake our heads. We were getting paid to canvass the community and talk to students about exciting opportunities in an industry we are passionate about. There were times when it was reminiscent of the TV show Cheers: always going where everyone knows your name. We were famous in our own little way; famous for caring about student success. We were members of an exclusive club called Ag Teachers and enjoyed the collegiality of being part of that group. We enjoyed the role of being the agriculture teacher with all the duties and responsibilities that come with the title. Looking back, there are so many individuals who volunteered for or had hobbies related to areas that were just part of the agriculture teacher's job. For example, people who would help with welding projects in the shop, livestock shows on the weekend, and farm shows during the year. Usually the resources to carry out these activities are subsidized by our schools, whereas community members have to ask for time off work, buy their own equipment, or pay their own travel funds to do the same things. Take a moment to look around your county fair, see how many people are there on their own dime and are using vacation days to do things that you are being paid to do! Our job is fun. We get to work with so many outstanding people! Except when they don 't. Because, sometimes, they won 't. (Seuss, 1990). While the previously mentioned memories were fun, they were not the best things. No, the best memories occurred without recognition and had nothing to do with "fame." Just as true character is revealed by what you do and how you act when no one else is watching, great agriculture teachers are affirmed by the lives they change and the small things that they do that no one else will ever know about. These are the actions that are not measured by plaques, trophies, or ribbons; they are the actions that usually only the teacher and the student ever know about. …
Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural E... more Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural Education Teachers DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University ...
Agricultural leadership coursework has sought to developed leadership skills in graduates of coll... more Agricultural leadership coursework has sought to developed leadership skills in graduates of colleges of agriculture for decades. Yet, a national study of the scope and nature of undergraduate leadership coursework has not been conducted since 2003. The purpose of this study was to provide empirical data for discussion of the state of agricultural leadership education. A census of all programs represented by faculty in AAAE was conducted, and 227 courses were determined to exist, the most common types of courses were introduction to leadership, personal leadership, and team and group leadership. The most common leadership theories or concepts present in the 100 course syllabi analyzed were “traits and skills,” “ethics,” and “servant leadership.” More than 80 different textbooks were used.
This study sought to qualitatively examine an undergraduate faculty teaching partnership in an ag... more This study sought to qualitatively examine an undergraduate faculty teaching partnership in an agricultural and extension education leadership course. The researchers implemented peer facilitation for the purposes of examining the student and peer facilitator perceptions to ...
Photo elicitation is the idea of inserting a photograph (or other visual material) into a researc... more Photo elicitation is the idea of inserting a photograph (or other visual material) into a research interview. It has been documented that contemporary modes of expression (such as photographs) can be beneficial in research interviews with youths. This article describes a photo elicitation protocol used with older youths and provides insight on the benefits and challenges of using photo elicitation for qualitative research purposes.
Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural E... more Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural Education Teachers DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University ...
Congratulations! Today is your day. You 're off to Great Places! You 're off and away! (S... more Congratulations! Today is your day. You 're off to Great Places! You 're off and away! (Seuss, 1990). Many of us have used Dr. Seuss' book "OA, the Places You'll Go G as a teaching tool in leadership classes, to inspire a chapter officer team, and as a graduation gift. There's something about Seuss' ability to rhyme that brings us back to this book time after time. More importantly, the advice offered in this little book goes a long way whether you're a high school graduate or a brand new teacher. The five authors of this article have a combined 30 years teaching experience in secondary Agricultural Education and are currently graduate students in teacher education. As we thought about what we would change if we went back to the secondary classroom, we remembered the exciting journey of beginning a new teaching position and the questions we would ask today based on our previous experiences. Our advice comes in the form of "Enduring Values" for new and aspiring agriculture teachers. The values are framed around the burning questions we would ask if we were to "do it all over again." why should we teach? Fame! You 'Il be famous as famous can be, with the whole wide world watching you win on TV. (Seuss, 1990). When addressing this question, the most basic answer is because: It is fun! If the possibility existed to go back again, our focus would be on acknowledging just how incredibly fun the job of teaching high school agriculture is. As agriculture teachers, we look fondly back on the times when homes and businesses readily welcomed us in their doors because we cared enough to ask, to visit, to check on student projects, and to show appreciation and excitement. Agriculture was truly learned best by serving as agricultural education ambassadors to the communities in which we taught where there were so many individuals and businesses who wanted to find out how they could help our students. Contemplating that now, as we work tirelessly behind a computer doing a variety of new duties, we can only smile and shake our heads. We were getting paid to canvass the community and talk to students about exciting opportunities in an industry we are passionate about. There were times when it was reminiscent of the TV show Cheers: always going where everyone knows your name. We were famous in our own little way; famous for caring about student success. We were members of an exclusive club called Ag Teachers and enjoyed the collegiality of being part of that group. We enjoyed the role of being the agriculture teacher with all the duties and responsibilities that come with the title. Looking back, there are so many individuals who volunteered for or had hobbies related to areas that were just part of the agriculture teacher's job. For example, people who would help with welding projects in the shop, livestock shows on the weekend, and farm shows during the year. Usually the resources to carry out these activities are subsidized by our schools, whereas community members have to ask for time off work, buy their own equipment, or pay their own travel funds to do the same things. Take a moment to look around your county fair, see how many people are there on their own dime and are using vacation days to do things that you are being paid to do! Our job is fun. We get to work with so many outstanding people! Except when they don 't. Because, sometimes, they won 't. (Seuss, 1990). While the previously mentioned memories were fun, they were not the best things. No, the best memories occurred without recognition and had nothing to do with "fame." Just as true character is revealed by what you do and how you act when no one else is watching, great agriculture teachers are affirmed by the lives they change and the small things that they do that no one else will ever know about. These are the actions that are not measured by plaques, trophies, or ribbons; they are the actions that usually only the teacher and the student ever know about. …
Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural E... more Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural Education Teachers DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University ...
Agricultural leadership coursework has sought to developed leadership skills in graduates of coll... more Agricultural leadership coursework has sought to developed leadership skills in graduates of colleges of agriculture for decades. Yet, a national study of the scope and nature of undergraduate leadership coursework has not been conducted since 2003. The purpose of this study was to provide empirical data for discussion of the state of agricultural leadership education. A census of all programs represented by faculty in AAAE was conducted, and 227 courses were determined to exist, the most common types of courses were introduction to leadership, personal leadership, and team and group leadership. The most common leadership theories or concepts present in the 100 course syllabi analyzed were “traits and skills,” “ethics,” and “servant leadership.” More than 80 different textbooks were used.
This study sought to qualitatively examine an undergraduate faculty teaching partnership in an ag... more This study sought to qualitatively examine an undergraduate faculty teaching partnership in an agricultural and extension education leadership course. The researchers implemented peer facilitation for the purposes of examining the student and peer facilitator perceptions to ...
Photo elicitation is the idea of inserting a photograph (or other visual material) into a researc... more Photo elicitation is the idea of inserting a photograph (or other visual material) into a research interview. It has been documented that contemporary modes of expression (such as photographs) can be beneficial in research interviews with youths. This article describes a photo elicitation protocol used with older youths and provides insight on the benefits and challenges of using photo elicitation for qualitative research purposes.
Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural E... more Page 1. Importance and Capability of Teaching Leadership as Perceived by Beginning Agricultural Education Teachers DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University ...
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