Sunday, April 30, 2017

Second Reflection: AFE 576

Reflections on Building Supervised Agricultural Experiences

Supervised Agricultural Experience (SAE) is an opportunity for students to participate in learning outside of regular classroom hours, with a focus in one of the agricultural systems. This focus is more meaningful, and time well spent, if it is an interest area of the student. SAEs requires time, and possibly money, outside of the normal school day, along with regular journal entries to document the experience. The overall goal of any SAE is for students to gain real-world knowledge and skills to help them choose a career pathway for post-secondary success.
            Agriculture is a broad field that supports our world. Within public schools, we identify those in different systems. These systems are:  Agribusiness; Animal Sciences; Biotechnology; Leadership/Business; Environmental Services; Food Products and Processing; Natural Resources; Plants; and Power, Structural and Technical systems.
            Students interested in an Agribusiness focused SAEs have a wide range of opportunities. These opportunities can directly relate to businesses and industry within a school district, and crosses into all facets of agriculture. These SAEs focus on, “business principles, including management, marking and finance, and their application to enterprises.” An example SAE within agribusiness is agri-tourism. This SAE not only supports the agribusiness system, but also helps the student learn more about cultural, environmental, and economical aspects of the region. Here is a link to a lesson, from the National Association of Agricultural Educators (NAAE) online communities of practice, to further development an SAE in agri-tourism.
            Animal systems SAEs are probably the most practiced SAEs. The focus is on, “including life processes, health, nutrition, genetics, management and processing, through the study of small animals, aquaculture, livestock, dairy, horses and/or poultry.” These are also very reflective of the type of industry in the area and within the school district. Many rural schools may not support small animal projects, but within urban areas, these may be more practical due to space and city restrictions. An example of an SAE in animal systems is a guide-dog program, where students care for and train puppies to be guide-dogs. Just like many animal projects within an ag department, this would be a program the school district, campus and ag teacher would support and manage annually for the benefit of multiple student projects. For more information on a successful program, learn more from Byron Nelson High School:  http://byronnelson.ffanow.org/default.aspx?ID=41729
            Biotechnology system SAEs focus on, “The study of data and techniques of applied science for the solution of problems concerning living organisms.” This type of SAE would be most beneficial to students within an area with a biotechnology industry, or a larger district that has this pathway. Students academically advanced in math and sciences would benefit from a research or placement SAE in this system. A unique opportunity would be with pharmaceuticals or genetically modified organisms in plant sciences or pest management. The US Food & Drug Administration offers a Veterinary Medicine Student Program for a variety of internships. https://www.fda.gov/AboutFDA/WorkingatFDA/FellowshipInternshipGraduateFacultyPrograms/VeterinaryMedicineStudentInternships/default.htm For students interested in plant sciences, a coveted internship with the Noble Foundation would be a great placement and research SAE:  https://www.noble.org/education/scholar-program/research-scholars/
            An SAE in the Cluster/Leadership/Business skills system focuses on, “Leadership, personal growth and career success skills necessary for a chosen profession that may relate to several of the other areas of interest.” This type of SAE would benefit students who have completed a SAE and want to explore other options within that system. This would give students additional experiences to increase their knowledge, skills and attitudes of career choices within that system.  For example, business management of beef production to leading policy changes in cattle production or agricultural literacy to know where your food comes from.
Students interested in an Environmental Service system SAE focus on, “The study of systems, instruments and technology used in waste management and their influence on the environment.” This SAE could be done in conjunction of another student’s animal systems SAE and the waste involved with animal production. Another example could be a placement or research SAE with a dairy or poultry operation, or even a feedlot. Some responsibilities a student would grow from in a wastewater operator internship with a beef processing plant is:  lab testing for process control, biological nutrient removal studies, collect samples, work collaboratively and more. http://www.linkup.com/job/ee2548f03d1aa297684ddf61859e85a34bad/waste-water-operator-intern-job-in-toppenish-wa
A Food Products and Processing Systems SAE involves, “The study of product development, quality assurance, food safety, production, sales and service, regulation and compliance, and food service within the food science industry.” These SAEs provide students a look into processed meats and plants for consumption. This provides a whole other look at agriculture as it goes from farm to table. Opportunities for SAEs in this system could be dependent on the processing plants, grocers and other food services in the area. Even access to universities and their processing labs would be a great exploratory SAE. Texas Tech has research facilities in food microbiology, pathogen processing laboratory, and even a mobile laboratory. https://www.depts.ttu.edu/afs/foodsafety/facilities.php
An SAE in the Natural Resources Systems focuses on, “The study of the management of soil, water, wildlife, forests and air as natural resources.” There is a wide range of SAEs in this system. This SAE would be reflective of the resources and environment within the community and school district. A project that could be beneficial to the school, as well as the student leading the SAE, is a schoolyard habitat. This SAE would support the design, building and use of a garden, or wildlife habitat, at t school. This would be a long-term SAE, with a way to attract students for future ag enrollment and show diversity in agriculture. It would also could be a collaborative project with other systems to support many students in the chapter. To learn more:  http://www.nwf.org/garden-for-wildlife/create/schoolyards.aspx  
The Plant Systems SAE is, “The study of plant life cycles, classifications, functions, practices, through the study of crops, turf grass, trees and shrubs and/or ornamental plants.” This SAE also offers a variety of opportunities depending on the needs of the student. An example is working with the natural resources system student and their schoolyard habitat. The student could lead an exploratory SAE to identify plants, insects and wildlife for the school, or even research the impact the habitat has at school for biodiversity. Another SAE that could grow from the schoolyard habitat is a community interest in backyard habitats with native plants used in the schoolyard habitat. Therefore, a student could lead entrepreneurship SAE by growing and selling native plants.
The last type of SAE is within the Power, Structural and Technical Systems were students learn more about, “The study of agricultural equipment, power systems, alternative fuel sources and precision technology, as well as woodworking, metalworking, welding and project planning for agricultural structures.” This is probably the next most common SAE supporting many experiences within CDE, shows and leadership events. Students could build structures to support animal or plant production at home, or school. They could maintain machinery or repair it, as well as restore antique tractors. Any of these experiences could range from exploratory to research to entrepreneurship. An example for a tractor restoration contest, with a monetary prize of $10,000:  http://www.delotractorrestorationcompetition.com/

Overall, SAEs should focus on the interest, time commitment and budget of the student. To help students explore what type of SAE they should be involved with, a great first step is the SAE explorer: http://exploresae.com/builder/   

Friday, April 14, 2017

AGED 576 Post on Placement SAEs

A placement Supervised Agricultural Experience (SAE) is an opportunity for students to participate in a job-like situation. It requires time, and possibly money, outside of the normal school day, along with regular journal entries to document the experience. The overall goal of a placement SAE is for students to learn how to be a successful, productive and valuable employee.
            There are a wide range of placement SAEs within FFA, but also in other youth organizations like FCCLA, DECA or 4-H. They can also be school-related, work-based, and outdoor or adventure education, community service or study abroad.
            An example of a field-trip SAE is students representing their organization while being a teen-volunteer/chaperone. As a field-trip volunteer they would have to be involved in the planning process, know the safety and learning expectations and facilitate learning while on the trip. A great example is a professional development experience I recently participated in with STEM and beef production in California agriculture. If students had volunteered with this event, they could have provided resources and knowledge about the region, culture, economy and educational system. It could be a paid or non-paid experience. This would be a great opportunity for any FFA or 4-H member, or even a range of CTSOs in agricultural sciences and STEM.  
            Work-based learning SAEs should be directly related to that’s student career pathway. An example of a work-based learning SAE would be a student working with a county extension agent. Working with a county extension agent would reflect relevant and local issues in a range of agricultural, natural resources and plant sciences topics. It would also show the range of work needed in the many hours of planning, traveling and importance of documentation. If the student is interested in agricultural education or leadership, this would be a great organization to see the variety of producers/consumers Extension works with, as well as the different venues, demonstrations and workshops given to lead change. Another benefit is to see how the different pathways at the high school level, truly work together in the real world because each county normally has an agricultural rep, a family/consumer science agent and other agents depending on the county’s needs. This would be an unpaid SAE.
            Outdoor recreation is reflective of the area one lives in and therefore offer a variety of activities like fishing, hunting, camping or hiking.  An example of an outdoor recreation SAE is within the Student Internship Program with the Texas Parks and Wildlife Department.  The internship is designed for students interested in the conservation-related field. It provides a realistic view of TWPD and the different divisions within it. Students would spend hours outdoors using field equipment, gaining knowledge and the importance of public safety/communication. They would also have a chance to work with a diverse group. This is for college students and can be paid or unpaid. The internship is competitive, so they also have volunteer opportunities or seasonal employment.
            Adventure education is different from outdoor recreation, although most experiences take place outside. Generic examples of adventure education would be ropes courses, rock climbing, and archery, orienteering and snow sports. The type of adventure ed available is directly related to weather conditions and environment. A student could be camp leader or docent, at a summer adventure camp, or even within Girls or Boy Scouts of America. Responsibilities of a camp leader would be modeling safety, demonstration of various equipment, leadership and team building and strong oral communication. This would be a non-paid SAE.
Family, Career and Community Leaders of America (FCCLA) chapters are active in community and service learning projects within many schools.  An example of a service learning and leadership development SAEs is participation in the “Lead2Feed” program to “nurture a new generation of leaders while working to end local and global hunger.” Students use project management, decision-making and teamwork to address a need within their community. It also is a grant opportunity for chapters to compete, for moneys to go to charity of choice, or for technology within their school. This community service project would require volunteer hours of planning, service and team building within the targeted need. Needs would be different depending on the community. Examples are can food drives, meal delivery, holiday meal delivery, community gardens or cleanup and more. For more about this program, visit:  https://www.lead2feed.org/

Study abroad placement SAEs may be harder for students to obtain. A good example of one would be as a collegiate course. Many universities offer 10day to 3-week mini-courses abroad to learn more about cultural, economic and social aspects of that country. These courses encompass the service or community SAEs. A student would go abroad to work with local farmers to become more sustainable, while they learn about service, teamwork, budgeting and communication. This would be a non-paid SAE.

Saturday, April 1, 2017

Long Time No See

Hello !

Been sooo  long and meaning to get back to my blog. Keep thinking about it, but get sidetracked.

Well, now I have a very good reason to get blogging again (and stay active this round). Working towards my Masters and a blog is required for this course! :)

So, here's to happy blogging!
Amy

Wednesday, August 19, 2015

Welcome!

Hello!

This is new for me. I have never blogged, and haven't much journalled since I was in high school (and yes, that was more of an outlet for teenage angst). But I am in a new district, with a shift of educational expectations than in my previous district.

I learned in the past few weeks of many PLC sessions that writing should take place in every subject. I wholeheartedly agree with that. But way easier said than done! I taught STEM for the past six years (in my previous district) and encouraged my students to keep engineering notebooks. Some were amazing with it, keeping thoughts, drawings and ideas updated daily. But most hated it.

I never really thought much about it, other than they were lazy. But was that really the case?? So when I was listening to one of our Keynote speakers from the ENGAGE conference last week, it struck me what I was missing in my classroom:  encouragement. Encouragement with the guarantee that I would not judge on grammar, spelling or punctuation, or even content. Just the fact they were trying! Encourage. Then when that trust was there, that comfort, the student may be open to encouraging better spelling or grammar....

So I decided to give it a try myself. I already knew that I wanted to have my "field notes" of my daily walks of the OLC. Observing wildlife, insects, plants, the weather. You name it, I wanted to observe and document. I wasn't sure I wanted to have it "published" online for others, because honestly, I am not the best speller or ever really grammatically correct person, let alone educator, out there. I change tenses, use punctuation wrong and really, I definetly spell wrong. (Did you notice I misspelled definitely...and I didn't fix it.) I thought that no student, especially teacher, would take the time to listen to my thoughts if I was so horrible with the English language.

But then the ENGAGE conference was so inspiring, I decided to put those worries aside.

I came to the conclusion that it is way more important that I model writing, observation and communication, rather than fear.

So here we are. I have created this blog to document my journey as the Outdoor Learning Coordinator and the many, many adventures I hope to have with our NISD students, teachers and community. Daily? Maybe. Weekly? For sure. :)

And if my blog isn't enough OutdoorAmy for you, follow me on Twitter @OutdoorAmy and be sure to like the Outdoor Learning Center on Facebook (NISD OLC) and follow @NISDOLC

Enjoy the rain today! :)
Outdoor Amy