Ag

Western Kentucky University
Bachelor of Science Agriculture
Certification - Agriculture Education

Grades 5-12
Department of Agriculture
1 Big Red Way
Bowling Green, KY 42101
2002
EDUCATION, 5-12
AGRICULTURE EDUCATION
INITIAL PREPARATION PROGRAM FOLIO
2002
I.A. Conceptual Framework
Western Kentucky University School of Teacher Education Vision
The School faculty creates a dynamic intellectual environment reflecting the most current
knowledge about how individuals learn in general and how individuals learn to teach, in
particular. The School of Teacher Education consists of a community of learners committed
to promoting life-long learning in their own lives, as well as fostering a spirit of inquiry in
the lives of others.
Mission Statement
The School of Teacher Education of Western Kentucky University prepares educators to

demonstrate best teaching practices in real world environments including respect and
recognition of diversity in the integration of the arts, humanities, and sciences in the spirit of
inquiry for life long learning. The School of Education provides an exemplary education for
individuals across all professional developmental dimensions. The school faculty shares this
responsibility with the University faculty from all disciplines, practitioners, and related
professionals within the broader community. While the issues we face are complex, all that
we do is united by one simple principle: Learning is the liberating force in human experience.
Vision of Graduates
Graduates of the School of Teacher Education are confident, dedicated professionals

committed to making a meaningful difference in society. Through the dynamics of human
interaction, they enthusiastically apply their professional knowledge and skill to:
♦ nurture perception and understanding,

♦ develop individual and group capacity,
♦ cultivate the opportunities presented by diversity,
♦ promote positive solutions to problems,
♦ build effective collaboration networks, and
♦ foster a socially positive sense of community.
Because they assume responsibility for developing and maintaining their own dispositions
and professional effectiveness, graduates also have the ability to:
♦ clearly visualize their role,
♦ actively greet complexity with reflective and creative thinking,
♦ constructively confront challenge,
♦ securely meet the demands of innovation or change, and
♦ truly value learning as a life- long process.
The initial teacher education programs at Western Kentucky University prepare teachers
to assume teaching positions in preschool through grade 12 and educational settings serving
infants and toddlers. In order to fulfill these positions successfully, teachers must be prepared to
address the academic expectations at these grade levels. These academic expectations, developed
to lead Kentucky into a competitive and productive position for the 21st century, focus on the
development of students abilities to:
• Use basic communication and mathematics skills

• Apply core concepts and principles
• Become a self-sufficient individual
• Become a responsible group member
• Think and solve problems
• Connect and integrate experiences and new knowledge
Since each of the above goals is an essential and integral aspect of schooling and is addressed at
all levels, the undergraduate teacher education programs focus on initial entry of teachers into
the profession by emphasizing the preparation necessary to meet these expectations.
The design of the initial teacher preparation programs at Western Kentucky University is
based on the following principles.
• Teacher education is a continuing professional process beginning but not ending with initial
preparation
• Strong content expertise is required of all teachers therefore, the general education program
combined with additional collaboratively identified content is a priority and emphasized
within the preparation program
• Attainment of program objectives requires a specific learning sequence: acquisition of
knowledge, development of skills, controlled use of skills, and functional use of skills
• Clinical and field experiences are necessary to provide the context for both the acquisition
and demonstration of performance standards
• Student demonstration of Kentucky's New Teacher Standards determines matriculation
success
While the specified criteria for each of Kentucky's New Teacher Standards are effective
performance indicators, the faculty as critical to student success has identified basic themes
found within the standards and indicators. Considered fundamental to student success, the
programmatic themes of:
Diversity,
Collaboration,
Communication,
Problem solving/inquiry,
Integration of knowledge, skills, and processes, and
Continuous assessment
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are emphasized throughout the teacher education programs to assist student development in their capacity
to:
• Design and plan instruction,

• Create and maintain a learning climate,
• Implement and manage instruction,
• Assess and communicate learning result
• Reflect upon and evaluate teaching and learning
• Collaborate with colleagues, parents, and others
• Evaluates his/her teaching performance and implement a professional
development plan
• Demonstrate applied content knowledge
• Demonstrate the use of technology
While helping teacher candidates achieve these capacities, the instructional programs are also
designed to aid in defining the desired dispositions of teachers who clearly visualize their role, actively
greet complexity with reflective and creative thinking, constructively confront challenge, securely meet
the demands of innovation or change, and truly value learning as a life-long process. Therefore,
instruction in these programs is student centered with faculty assisting, guiding, and leading rather than
directing students. Students in the programs are responsible and accountable for their own professional
development, while faculty and administration are responsible and accountable for providing sequential,
viable, and supportive instructional opportunities for student learning. General education and professional
preparation requirements are supplemented by a program of collaboratively identified content linking
Kentucky's Program of Study, Academic Expectations, Core Content for Assessment/Commonwealth
Accountability Testing System (CATS), content competency exams, and learned societal guidelines with
specific certification areas. Field settings are utilized to evaluate student ability and provide contextual
teaching/learning opportunities. All student success indicators are performance-based.
Continuous assessment of student attainment of teaching competence encompassed in the New

Teacher Standards is developed through a four step sequential process related to the following stages:
• Knowledge/Awareness
• Developing/ Beginning Application
• Application/ Analysis.
• Synthesis/Evaluation
The four stage sequential process assumes students must first comprehend the relevant information
and principles related to each outcome (Knowledge/Awareness) before trying to develop the initial skill or
required ability (Developing/Beginning Application). Further, the opportunity to develop the necessary
skill and abilities must be provided before limited use or application of these skills can be expected in
structured and or controlled situations (Application/Analysis). However, once success in controlled
situations is accomplished, students should be prepared to apply their skills and abilities within the
dynamic interactive setting of the P-12 classroom (Synthesis/Evaluation).
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Performance assessment techniques to determine attainment of outcomes vary with the level of
development being assessed. Knowledge/Awareness level assessments are typically paper and pencil or interactive
assessments providing evidence of comprehension (Level 1 assessment). Developing/Beginning application
assessment relies somewhat on paper and pencil activities, e.g. data processing, planning, preparation of
assessments, etc., but expands to include direct observation through simulations, peer teaching, and micro-
teaching (Level 2 assessment). Evaluation relative to Application/Analysis ability can rely on peer teaching but
focuses primarily on preparation and delivery of instruction within controlled field settings. Evaluation includes
observation with assessment of materials, written plans, reflections, etc. (Level 3 assessment). Student teaching
provides the context for the final level of assessment, synthesis/evaluation. Assessment at this level requires
periodic direct observation and/or interaction with the student teacher (Level 4 assessment). Providing specific
performance assessments and evidence of outcome attainment at all levels is primarily a program responsibility.
Instrumentation for assessment of program outcomes at level four has been developed, field-tested, and validated
by the state. State support for these efforts has resulted in the adoption of specific instruments for the Kentucky
Teacher Internship Program including the Intern Performance Record Instrument. The Intern Performance Record
Instrument is designed to assess competence of teaching skills and abilities encompassed by the New Teacher
Standards, and is used as the culminating evaluation of students during student teaching. Therefore, the final
assessment of students during student teaching leads directly to the graduate’s professional development as a
regular classroom teacher.
I.B. The Agricultural Education Program Conceptual Framework and Relationship to the College
of Education’s Conceptual Framework
The Agricultural Education program at Western Kentucky University has been designed in accordance
with the principles presented in the unit’s conceptual framework to train teachers for the middle grades
and high school. Given the nature and needs of the 21st Century workplace, agricultural education
program faculty believe that it is imperative for teacher candidates to be prepared for their dual role of
providing students information about and for agriculture.
Agricultural Education teachers must prepare their students for an agriculture that is continually evolving.
These teachers have the opportunity and obligation to help students develop knowledge and skills and that
will be necessary to succeed now and in the future.
In order to accomplish this dual purpose of teaching for and about agriculture, teacher candidates must be
lifelong learners themselves. Teacher candidates must also posses the knowledge of content in agriculture
that goes beyond what is necessary for middle and high school students. Their classroom instruction
should be aligned with the Kentucky Department of Education Program of Studies, and Kentucky’s Core
Content for Assessment.
Our programmatic themes of Diversity, Collaboration, Communication, Problem Solving/Inquiry,

Integration of Knowledge, skills, processes and continuous assessment are also evident in all areas of the
agricultural education program. Upon successful completion of this program, the teacher candidates will
have taken (50 hours) of general education classes, (29 hours) of basic agriculture classes, (21 hours) of
technical agriculture classes and (29 hours) of professional education classes and be able to apply the
knowledge and skills specified by Kentucky’s New Teacher Standards.
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C. Portions of Syllabi Illustrating Conceptual Framework Integration
AGRONOMY 320
Instructor: Dr. Byron Sleugh
Class meeting times: TR 9:30-10:45 in EST 250
Purpose: Understand how crop plants interact with, and are affected by, environmental and biotic factors
and the biochemical pathways that contribute to sustaining plant life and ultimately all life on earth. The
physiology of growth and development, crop yield, plant metabolism, and stress tolerance will be studied.
Text: Crop Physiology. Volume 1. Byron Sleugh. Course Pack available at the book store
Class Web page: http://www.wku.edu/~sleugbb/Agro320/Agro320.htm
Assignments: These will be given throughout the semester and will include journal article reviews, in
class presentation of current affairs information and/or journal article findings, development of research
and commercial ideas for application of crop physiology and much more. Details will be provided as
needed.
Topics
1) Introduction
2) Overview of Crop Anatomy and Physiology
3) Photosynthesis
a) Photosynthetic machinery
b) Light quality
c) Light dependent reactions (Light Reactions) of photosynthesis
d) Light independent (Dark Reactions) of photosynthesis
e) Calvin Cycle (Photosynthetic Carbon Reduction Cycle)
f) Photorespiration (Photosynthetic Carbon Oxidation Cycle)
g) Factors affecting photosynthesis
h) Managing photosynthesis of greater productivity
4) Respiration
a) Respiratory machinery
b) Glycolysis
c) Krebs Cycle (aka, Tricarboxylic Acid Cycle, Citric Acid Cycle)
d) Electron Transport and ATP Synthesis
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e) Alternate electron pathway
5) Transport in higher plants
6) Mineral Nutrition
a) Essential Elements
b) Nutrient Functions and deficiency
c) Biological Nitrogen Fixation
7) Plant Hormones
8) Seed Germination and Seedling Development
9) Stress Physiology: Water Stress, Temperature Stress: Heat and Cold, Nutrient Stress, Population
Stress, other stresses.
Selected topics in crop physiology
AGRO 350 Introduction to Soils
Course Content – Selected Topics
I. Soil Development Systems

a a. Introduction to soil systems
b. Landscapes and profiles
b c. Soil development processes
d. Factors of soil formation
e. Soil classification
f. Soil resources
II. Soil Physical Systems

a. Soil physical properties
b. Bulk density, particle density, and porosity
c. Porosity management
d. Compaction, tillage, and seedbed properties
e. Soil erosion
f. Residue management/soil conservation
III. Soil Water Systems

a. Soil water properties
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c b. Soil water energy concepts

c. Infiltration, storage, and availability of soil water
d. Soil water movement
e. Soil water measurement and calculations
f. Soil water management
g. Water pollution: surface and subsurface
AGEC 361 Farm Management
Course Objectives
1. Develop an understanding of farm record keeping and analysis

2. Prepare budgets
3. Develop a complete farm plan
4. Develop a plan for marketing, investments and tax management
AGRI 398 – Seminar in Agronomy
Selected Course Topics
Library Information
Agricola
Scientific Abstracts
PowerPoint I (text)
PowerPoint II (graphics)
PowerPoint III (putting it all together)
Statistics and Data
Evaluation Includes:
Scientific Abstracts
PowerPoint Presentation
Presentations
Persuasive Talk
Scientific Abstract and Presentation
Agricultural Education 470

Methods of Teaching Agricultural Education
Course Description: Experiences related to the teaching of agricultural education, further preparing the
prospective teacher in supervised agricultural experience programs, FFA organization
activities, classroom management, and general teaching techniques. Departments are
occasionally visited.
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Texts: FFA Advisor's Handbook
Specific Teacher Outcome Statements:
I. Designs/Plans Instruction
The teacher designs/plans instruction and learning climates that develop students' abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become responsible
team members, think and solve problems, and integrate knowledge.
II. Implements/Manages Instruction
The teacher introduces/implements/manages instruction that develops students' abilities to use

III. Creates/Maintains Learning Climates
The teacher creates learning climates that support the development of students' abilities to use
IV. Assesses/Communicates Learning Results
The teacher assesses learning and communicates results to students and others with respect to
students' abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems, and integrate
knowledge.
V. Reflects/Evaluates Teaching/Learning
The teacher reflects on and evaluates specific teaching/learning situations and/or programs.
VI. Engages in Professional Development
The teacher evaluates his/her overall performance with respect to modeling and teaching
Kentucky's Learning Goals and implements a professional development program that enhances
his/her own performance.
VII. Collaborates with Colleagues/Parents/Others
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and
support learning programs that develop students' abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and integrate knowledge.
Core Objectives: Core Assessment:
1. Varies activities and/or levels of Critiques of learner assessment instruments

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expectations to adjust for learner

differences while maintaining
common goals or objectives that
form the basis of planning (II.C.)
2. Designs activities that involve Critiques of learner assessment instruments

students in authentic learning
tasks. (II.D.)
3. Uses appropriate vocabulary/grammar. Writing portfolio requirements

(III.M.) Field teaching
4. Manages student behavior and applies Cognitive test

appropriate strategies for
individual needs, especially for
cultural and diverse populations.
5. Manages instruction resources and Critiques

time effectively. (V.A.) Field teaching
6. Operates instructional technology Field teaching

effectively. (V.B.)
7. Selects and appropriately uses Software evaluation

instructional technology and print Video
and non-print media. (V.C.) Field teaching
8. Prepares cognitive and performance Cognitive and performance measures

measures that accommodate learner Grading plan in Professional Log
differences and are congruent with Authentic assessment strategies
desired student outcomes. (VI.A.)
Supporting Objectives: Supporting Assessment:
9. Describes the historical and Cognitive test

philosophical foundations of
agricultural education.
10. Describes the various programs and Cognitive test

courses in agricultural education Oral and written student reports
presently taught in middle and
secondary schools and the rationale
for offering these programs and
courses.
11. Describes curriculum developments Cognitive test

in agricultural education as proposed
and/or implemented by Kentucky's
Department of Education and by
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federal legislation.
12. Identifies specific topics and Cognitive test

practices in agricultural education Oral and written student reports
that may be used to promote values
of equality and multicultural
education and to provide an under-
standing of global perspectives that
impact agricultural education.
13. Develops a professional log of Professional log

instructional resources and
materials, including current
research findings, for teaching
business education.
14. Explains the philosophy, purpose, Professional log

history, and advisor role of FFA. Cognitive test
15. Explains the philosophy, purpose, Written reports

and expectations of SAE.
II. Program Experiences

An important cornerstone in the teacher preparation program in agricultural education is the outstanding
quality and dedication of the teacher education community with special emphasis on the close relationship
between supervising teachers and on-campus faculty. State Department officials, local school teachers
and administrators, and teacher educators have a special relationship of mutual concern and respect. The
importance of off-campus teacher experts has increased as changes in ed reform and restructuring have
left many teacher educators on campus behind. As a result, State Department officials and practicing
teachers are utilized in classroom situations, workshops, seminars, and retreats to improve the student
teaching process. Field experiences, including field trips where the instructor can assist the students in
assessing what they are observing, are also an important component of the program. Students in the
program receive advising and supervision from faculty members on a one-on-one basis regularly and as
needed. Students are strongly encouraged to join the Agricultural Education Club and other organizations
to broaden their understanding of their field and for opportunities to strengthen their professional
development.
II.A. Routes to Agricultural Education Certification

Students can receive certification in agricultural education at either the undergraduate or
graduate level. Agricultural education offers the following routes to certification.
(1) Agricultural education certification requirements can be met by completing an undergraduate major in
agricultural education or by completing a bachelor’s degree at an accredited institution and requirements
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for certification in agricultural education, including subject matter and teacher preparation courses. The
agriculture area is an area of concentration with at least 50 hours of agricultural course work including
work in five areas of agriculture. See the curriculum contract/guide sheet in Appendix I that lists the
requirements for agricultural education certification.
(2) The Certification Only Program is for those who have received their BS degrees but have not
completed all Professional Education and/or Technical Agricultural courses. These might include both
undergraduate and graduate courses. Professional education coursework is primarily taken at the
undergraduate level. Unfortunately these course will not count toward a MAE or MS degree.
II.B. Certification Program Prerequisites

Candidates for admission to the Teacher Education Program must:
1. have completed at least 37 semester hours or, if pursuing initial certification as a post-bachelor's or
graduate student, must have earned a bachelor's degree from an accredited institution of higher education.
2. demonstrate academic achievement by earning a minimum overall GPA of 2.50 as well as in
agriculture and professional education. In addition, post baccalaureate and graduate level students must
demonstrate a minimum 2.50 GPA in the teaching subject matter field.
3. certify their knowledge of the Kentucky Professional Code of Ethics, complete a Criminal check, and
sign a declaration of eligibility for certification.
4. demonstrate aptitude for teaching by presenting three letters of recommendation from individuals who
can attest to the candidate's potential success in teaching. At least one of the recommendations must be
from an instructor in the technical agriculture area.
5. demonstrate hearing, health, and speech competence
6. demonstrate an acceptable level of skills in written communication. This will be assessed by the
program faculty at the time of the admissions interview or by the student having earned at least a '2.5' in
two college-level written composition course with no grade in either class being below a “C.”
7. demonstrate an acceptable level of skills in oral communication. This will be assessed by the program
faculty at the time of the admissions interview or by the student having earned at least a 'B' in a college
level public speaking course.
8. evidence general academic ability in one of the following ways: the minimum criteria for the ACT
(composite minimum 21), SAT (composite minimum 970), GRE (minimum composite 1200 with 4oo
minimum for each of the three areas) or PRAXIS Core Battery (General Knowledge minimum 643 and
Communication minimum 646), PPST (minimum of 173 on reading, 173 on Math and 172 on Writing.
Note that any of the previously mentioned academic standards must have been completed within the past
5 years.
9. be enrolled in or have completed a professional education course (usually AED/EDU 250—
Introduction to Teacher Education).
II.C. Program Requirements
Program requirements are summarized in the advising sheets for agricultural education. (See Appendix I).
Professional education coureses required for certification include:
EDU/AGED 250 3 Introduction to Teacher Education

AGRI 398 1 Seminar In Agricultural Education
EXED330 3 Introduction to Exceptional Child Education:
Diversity In Learning
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PSY 310 3 Educational Psychology

AGED 470 3 Methods in Teaching Agricultural Education
AGED 471 3 Organization and Planning in Agricultural
Education
EDU 489 3 Student Teaching Seminar
EDU 490 10 Student Teaching
Table 1 is a matrix that shows the relationships between courses students take, the Kentucky New Teacher
Standards, and Vocational Education Standards for National Board Certification for the Rank III
Certification Table 2 is a matrix that illustrates relationships between courses the students take and the
Kentucky Vocational Teacher Education Standards. Technical agriculture content standards are also
necessary. Table 3 shows the Agriculture Program Area Content Standards and the related Western
Kentucky University courses.. Table 4 shows the integration of KERA into the teacher preparation
program.
Table 1. Matrix of Courses, Kentucky New Teacher Standards, and Vocational Education
Standards for National Board Certification for the Rank III Certification Program
Course Number New Kentucky Teacher Standards Voc-Ed Standards
(See Appendix B) (See Appendix C)
AGED/EDU 250 I. V. VI. VII. IX I,II,VI,X,XI,XII
EXC 330 I, II, III, IV, VII, IX I,III

PSY 310 II, IV, VI, VII I,III
AGRI 398 I-1, 2, 3, 4, 5, 6, 7, 8 9,10,11 I,II,III,VII
II-1,2,3,4
IV-1, 2, 3,4,5
V-1,2
IX—1,2,3,4,5,6,9 11,12,14,15,16
VIII-1,2,3,4,5
AGED 470 I-1, 2, 3, 4, 5, 6, 7, 8 9,10 I,II,IV,V,VI,VII,X,XI,XII
II-4,5,6,7,8,9,10,11,14,15
IV-1, 2, 3,4,5
V-1,2,3,4,5
VI—1,2,3,4,5
VII—1,2,3,4
VIII-1,2,3,4,5
IX—1,2,3,4,5,6,7,8,9,10,11,12,
13,1 4,15,16
AGED 471 I-1, 2, 3, 4, 5, 6, 7, 8 9,10 I,II,III,IX,X,XI,XII
II-1,2,3,4,5,6,7,8
III-4,5,6,7,8,9,10,11,14,15
IV-1, 2, 3,4,5
V-1,2
III-1,2,3,4,5
IX—1,2,3,4,5,6,9,10,12,
13,14,15,16
SEC 489 I, II, III, IV, V, VI, VII, VIII, IX III,IV,V.IX
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SEC 490 All All
Table 2. Matrix of Courses and Kentucky Vocational Teacher Education Standards
Standard Numbers Courses Taken to Meet the Standard

(See Appendix D) (See Appendix A)
Professional
1. AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
2. AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
3. AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
4. AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
5. AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
6 AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
7. AGED/EDU 250 AGRI 398, 470, 471, EDU 489, 490
Program Planning, Development, and Management
8. AGED/EDU 250, AGRI 398, 470, 471, EDU 489, 490
9. AGED/EDU 250, AGRI 398, 470, 471, EDU 489, 490
10. AGED/EDU 250, AGRI 398, 470, 471, EDU 489, 490
11. AGRI 398, 470, 471, EDU 489, 490
12 AGRI 398, 470, 471, EDU 489, 490
13. AGRI 398, 470, 471, EDU 489, 490
14. AGRI 398, 470, 471, EDU 489, 490
15. AGED/EDU 250, AGRI 398, 470, 471, EDU 489, 490
16. AGED/EDU 250, AGRI 398, 470, 471, EDU 489, 490
17. AGED/EDU 250, AGRI 398, 470, 471, EDU 489, 490
18 AGRI 398, 470, 471, EDU 489, 490
19. AGRI 398, 470, 471, EDU 489, 490
20. AGRI 398, 470, 471, EDU 489, 490
21. AGRI 398, 470, 471, EDU 489, 490
Curriculum, Instruction, and Assessment
22. AGRI 398, 470, 471, EDU 489, 490
23. AGRI 398, 470, 471, EDU 489, 490
24. AGRI 398, 470, 471, EDU 489, 490
25. AGRI 398, 470, 471, EDU 489, 490
26 AGRI 398, 470, 471, EDU 489, 490
27. AGRI 398, 470, 471, EDU 489, 490
28. AGRI 398, 470, 471, EDU 489, 490
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29. AGRI 398, 470, 471, EDU 489, 490

Vocational Student Organizations
30. AGED 398, 470, 471, 490
31. AGED 398, 470, 471, 490
32 AGED 398, 470, 471, 490
33. AGED/EDU 250, AGED 398, 470, 471, 490
34. AGED/EDU 250, AGED 398, 470, 471, 490
35. AGED/EDU 250, AGED 398, 470, 471, 490
36. AGED/EDU 250, AGED 398, 470, 471, 490
Work-Based Learning
37. AGED 470, 471
38. AGED 470, 471
39. AGED 470, 471
40. AGED 470, 471
41. AGED 470, 471
42 AGED 470, 471
Life-Long Learning
43. AGED/EDU 250, 470. 471, 489, 490
44. AGED/EDU 250, 470. 471, 489, 490
45. AGED/EDU 250, 470, 471, 489, 490
46. AGED/EDU 250, 470, 471, 489, 490
Special Populations
47. AGED 471 or EXC 330
48 AGED 471 or EXC 330
49 AGED 471 or EXC 330
50. AGED 471 or EXC 330
Table 3. Matrix of the Agricultural Program Area Content Standards and Related
Western Kentucky University Courses
Standard One or more of the following courses are taken to meet this standard
(See Appendix E) (See Appendix F)
IA.
AGRO 110 Introduction to Plant Science (fall, spring) 3
AGRO 310 Pest Management (fall) 3
AGRO 311 Agronomy 3
AGRO 320 Crop Physiology (fall, spring) 3
AGRO 325 Entomology 3
AGRO 350 Soils (fall, spring) 3
AGRO 351 Soils Laboratory (fall, spring) 1
AGRO 352 Soil Fertility and Fertilizers (spring) 3
AGRO 409* Weed Science (fall) 2
AGRO 410* Weed Science Laboratory (fall) 1
AGRO 414* Crop Improvement (fall, even years) 3
AGRO 420* Forage Crops (fall) 2
AGRO 421* Forage Crops Laboratory (fall) 1
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AGRO 422* Field Crops (fall, even years) 3

AGRO 452* Soil Microbiology (spring, even years) 3
AGRO 454* Land Use and Conservation (fall) 3
AGRO 455* Soil Chemistry (spring, odd years) 2
AGRO 456* Soil Chemistry Laboratory (spring, odd years) 1
AGRO 457* Soil Formation, Classification, and Mapping 2
(fall, odd years)
AGRO 458* Soil Formation, Classification, and Mapping Lab 1
(fall, odd years)
IB.
ANSC 140 Introduction to Animal Science (fall, spring) 3
ANSC 141 Introduction to Animal Science Laboratory 1
(fall, spring)
ANSC 232 Basic Equitation (fall, spring) 2
ANSC 240 Livestock Management (fall, spring) 2
ANSC 241 Livestock Management Laboratory (fall, spring) 1
ANSC 330 Horse Production (spring) 2
ANSC 331 Horse Production Laboratory (spring) 1
ANSC 332 Intermediate Equitation 2
ANSC 333 Horse Training (fall, odd years) 2
ANSC 334 Horse Training Laboratory (fall, odd years) 1
ANSC 338 Introductory Livestock Evaluation and Selection (fall) 3
ANSC 340 Meats and Meat Products (spring) 3
ANSC 344 Physiology and Anatomy of Domestic Animals (fall) 3
ANSC 345 Principles of Animal Nutrition (fall, spring) 3
ANSC 347 Animal Pathology (spring) 3
ANSC 431 Dairy Production (fall, odd years) 2
ANSC 432 Dairy Production Laboratory (fall, odd years) 1
ANSC 437* Physiology of Reproduction in Domestic Animals 2
(fall, spring)
ANSC 438* Physiology of Reproduction in Domestic Animals Lab 1
(fall, spring)
ANSC 440 Advanced Livestock Evaluation and Selection (spring) 3
ANSC 442 Beef Production (spring) 2
ANSC 443 Beef Production Laboratory (spring) 1
ANSC 444 Swine Production (fall, even years) 2
ANSC 445 Swine Production Laboratory (fall, even years) 1
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ANSC 446* Animal Breeding (fall) 2

ANSC 447* Animal Breeding Laboratory (fall) 1
ANSC 448* Feeds and Feeding (spring) 4
ANSC 449* Domestic Animal Nutrition: Principles and Techniques 3
(fall, even years)
IC.
(fall, odd years)
(fall, odd years)
IIA.
AGEC 360 Agricultural Economics (fall, spring) 3
AGEC 361 Farm Management (fall, spring) 3
AGEC 362 Agricultural Marketing (fall) 3
AGEC 365 Computer Applications in Agriculture (fall, spring) 2
AGEC 366 Agricultural Sales and Services (spring) 3
IIB.
III.
AGMC 101 Introduction to Farm Power Laboratory (fall) 1
AGMC 170 Introduction to Agricultural Mechanization 2
(fall, spring)
AGMC 171 Introduction to Agricultural Mechanization Laboratory 1
(fall, spring)
AGMC 172 Lawn and Garden Equipment (fall) 2
AGMC 173 Lawn and Garden Equipment Laboratory (fall) 1
AGMC 177 Farm Equipment Safety (fall) 1
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AGMC 178 Electrical Systems (spring) 2

AGMC 179 Electrical Systems Laboratory (spring) 1
AGMC 270 Turf Mowing Equipment Maintenance (spring) 2
AGMC 271 Turf Mowing Equipment Maintenance Lab (spring) 1
AGMC 272 Turf Equipment Management and Operation (spring) 2
AGMC 273 Turf Equipment Management and Operation Lab 1
(spring)
AGMC 278 Applied Hydraulics (spring) 2
AGMC 279 Applied Hydraulics Laboratory (spring) 1
AGMC 371 Agricultural Mechanics (fall, spring) 2
AGMC 372 Agricultural Mechanics Laboratory (fall, spring) 1
AGMC 373 Farm Power - Mechanical and Machinery (spring) 2
AGMC 374 Farm Power - Mechanical and Machinery Laboratory 1
(spring)
AGMC 375 Diesel Engines 2
AGMC 376 Diesel Engines Laboratory 1
AGMC 377 Farm Machinery (fall) 2
AGMC 378 Farm Machinery Laboratory (fall) 1
AGMC 390 Farm Structures and Environment (fall) 2
AGMC 391 Farm Structures and Environment Laboratory (fall) 1
AGMC 392 Turf Irrigation (spring) 2
AGMC 393 Turf Irrigation Laboratory (spring) 1
AGMC 470* Agricultural Materials Handling (spring) 3
IVA.
HORT 318 Forestry 3
IVB.
HORT 318 Forestry 3
IVC.
HORT 318 Forestry 3
V.
HORT 301 Introduction to Landscape Plants (fall) 2
21
HORT 302 Introduction to Landscape Plants Laboratory (fall) 1

HORT 304 Landscape Maintenance (fall) 2
HORT 305 Landscape Maintenance Laboratory (fall) 1
HORT 312 Introduction to Horticulture (spring, odd years) 3
HORT 316 Greenhouse Production (spring) 2
HORT 317 Greenhouse Production Laboratory (spring) 1
HORT 401* Landscape Plants II (spring, odd years) 2
HORT 403* Landscape Design and Construction (fall, odd years) 2
HORT 404* Landscape Design and Construction Laboratory 1

(fall, odd years)
HORT 405* Nursery Management (spring, even years) 2
HORT 406* Nursery Management Laboratory (spring, even years) 1
HORT 407* Plant Propagation (spring, even years) 2
HORT 408* Plant Propagation Laboratory (spring, even years) 1
VIA.
AGRI 108 Rural Sociology 3

VIB.
AGRO 475 Value-Added Crops 3
AGRI 108 Rural Sociology 3
VII.
All the courses taken.
Course Descriptions for Agriculture Courses
GENERAL AGRICULTURE (AGRI)

101 THE SCIENCE OF AGRICULTURE. 3 HOURS. GEN ED D-I
Biological, chemical, and earth science concepts are related to agriculture. Intended for non-majors. Does not count
toward agriculture major credit. Lecture, three hours. (fall, spring)
108 RURAL SOCIOLOGY. 3 HOURS. GEN ED C

The study of rural social groups and interaction in rural and suburban America as well as in rural areas of the world.
The influences of basic concepts of society and culture and the relationship of rural population, class, social
institutions, and groups on rural social change. (fall, spring)
269 COOPERATIVE EDUCATION IN AGRICULTURE I. 1 - 4 HOURS.

22
Prerequisite: Sophomore standing.

Special Information: Pass/Fail
Practical out-of-the classroom experience in a supervised work situation with a cooperating business, industry or
governmental agency, emphasizing application of knowledge and skills in specified areas of agriculture. A
maximum of 8 hours of cooperative education may apply toward a major in agriculture.
Does not count toward agriculture minor credit.
280 INTRODUCTION TO ENVIRONMENTAL SCIENCE. 3 HOURS.

GEN ED D-I
An introductory course devoted to the study of environmental issues. A general understanding of application of
science to solution of contemporary environmental problems. (fall, spring)
291 INTERPRETATION OF AGRICULTURAL RESEARCH. 3 HOURS.

Prerequisites: Six hours of natural and/or social science and MATH 116. Application of scientific method in
acquiring new knowledge, interpretation of statistical research data; application of statistical concepts. (fall, spring)
369 COOPERATIVE EDUCATION IN AGRICULTURE II. 1- 4 HOURS.

Prerequisite: Junior standing.
government agency, emphasizing application of knowledge and skills in specified areas of agriculture. A maximum
of 8 hours of cooperative education may apply toward a major in agriculture. Does not count toward agriculture
minor credit.
398 SEMINAR. 1 HOUR.

Prerequisites: Senior standing in agriculture or instructors consent. Current literature from representative journals in
the field of agricultural research is reviewed orally by students. Discussion, one hour. May be repeated for a
maximum of two hours. A general and specific track seminar are required. (fall, spring)
399 RESEARCH PROBLEMS IN AGRICULTURE. 1- 3 HOURS.

Prerequisites: 3.0 and senior standing and instructors consent.
Grading: Pass-Fail.
Gives students an opportunity to pursue a thorough study of some particular phase of agriculture. Credit to be
arranged.
469 COOPERATIVE EDUCATION IN AGRICULTURE III. 1- 4 HOURS.

Prerequisites: Senior standing.
governmental agency, emphasizing application of knowledge and skills in specified areas of agriculture; A
maximum of 8 hours of cooperative education may apply toward a major in agriculture.
Does not count toward agriculture minor credit.
473 INTERACTIONS IN THE CAVE AND KARST ENVIRONMENT.

3 HOURS.
Prerequisites: Biology 120/121 or equivalent.
Discussion of biological diversity, groundwater and humanity’s role in utilizing and conserving the unique features of
karst areas and use of these areas in teaching. Not applicable to a major or minor in agriculture, biology
or geography and geology. Cross listed with Biology and Geography. (every summer)
475 SELECTED TOPICS IN AGRICULTURE. 1-3 HOURS.

Prerequisite: Consent of instructor.
Special topics acquaint advanced undergraduate students with scientific developments of current interest in
agriculture. Appropriate topic titles are assigned. Lecture and assignments vary with credit. May be repeated with
23
change in content.
491 DATA ANALYSIS AND INTERPRETATION. 3 HOURS.

Prerequisites: Math 116 and Senior standing.
Basic concepts of statistical models and use of samples. Variation, statistical measures, distribution, tests of
significance, analysis of variance and elementary experimental design, regression and correlation as related to
interpretation and use of scientific data are discussed. Lecture, three hours. (fall)
493 SUSTAINABLE AGRICULTURE. 3 HOURS.

Prerequisites: Upper division standing, minimum of 18 hours in agriculture and related areas, including at least 12
hours of plant and animal production, soils, crop protection, crop improvement, economics, or ecology; or
permission of instructor. Effect of diminishing resources, environmental pollution, and short-term
economics on the sustainability of productive agriculture. Emphasis on managing crops, livestock, and other farm
resources in providing an ecological-economical balance in agricultural production. (once each year)
494 CONTEMPORAR Y AGRICULTURAL ISSUES. 3 HOURS.

Prerequisite: Senior standing
An analysis of contemporary agricultural ethical issues as viewed by consumers, advocacy groups and producers.
While issues may vary, topics may include: animal welfare, biotechnology, environmental protection, food
quality, food policy, land use, and tobacco. (fall, spring)
AGRONOMY-PLANTSCIENCE(AGRO)
110 INTRODUCTION TO PLANT SCIENCE. 3 HOURS.
Principles of plant growth and development are applied to agriculture. Lecture, three hours. (fall, spring)
310 PEST MANAGEMENT. 3 HOURS.

Prerequisites: AGRO 110 and CHEM 105 or equivalent.
Identification and management of insects, diseases and weeds of major importance in agronomic crops,
turfgrasses and landscape plantings. Lecture, three hours. (fall)
311 AGRONOMY. 3 HOURS.

Prerequisites: BIOL 120 or AGRO 110.
Principles of growth and development of major agronomic plants, and their management. Special consideration is
given to Kentucky major agronomic
crops. Lecture, three hours.
320 CROP PHYSIOLOGY. 3 HOURS.

Prerequisites: AGRO 110, BIOL 120 and CHEM 105 or equivalent.
Effects of various physiological and environmental factors on crop production are discussed. Lecture, three hours.
(spring)
409 WEED SCIENCE. 2 HOURS.

Corequisite: AGRO 410
Prerequisites: BIOL 120 or AGRO 110; CHEM 105 and 107 or equivalent.
Identification of prominent weed species; relationship of weeds to crop production problems; control measures,
both physical and chemical, are presented. Lecture, two hours.
410 WEED SCIENCE LABORATORY. 1 HOUR.

A laboratory course correlated with AGRO 409; laboratory two hours.
414 CROP IMPROVEMENT. 3 HOURS.

Prerequisites: Six hours of plant science plus either upper division standing. Identification, development, and
utilization of genetic differences in the improvement of cultivated plants. Lecture, three hours. (fall, even years)
24
420 FORAGE CROPS. 2 HOURS.

Prerequisite: AGRO 110, 350 and BIOL 120.
Distribution, improvement, morphology, culture, harvesting and utilization of forage crops are presented. Lecture,
two hours.
421 FORAGE CROPS LABORATORY. 1 HOUR.

A laboratory course correlated with AGRO 420. Laboratory, two hours.
422 FIELD CROPS. 3 HOURS.

Prerequisites: AGRO 110, and 350, BIOL 120 or consent of instructor.
Distribution, improvement, morphology, culture, harvesting and utilization of field crops are presented. Lecture,
three hours. (fall, even years)
AGRONOMY- SOIL SCIENCE (AGRO)

350 SOILS. 3 HOURS.
Prerequisites: CHEM 105 and 106 or equivalent.
A basic study of soil properties and processes emphasizing soil management and its application to agriculture.
Lecture, three hours. (fall, spring)
351 SOILS LABORATORY. 1 HOUR.

Pre/Corequisite: AGRO 350
A laboratory course correlated with AGRO 350. Laboratory exercises and experiences to supplement lecture topics.
Laboratory, two hours. (fall, spring)
352 SOIL FERTILITY AND FERTILIZERS. 3 HOURS.

Prerequisite: AGRO 350.
Soil reactions of elements essential for plant growth and development, sources and manufacture of fertilizer
materials, use of fertilizers and lime, use of sound management practices are stressed. Lecture, three hours.
(fall)
451 SOIL MANAGEMENT. 3 HOURS.

Prerequisites: AGRO 350, 351, 361 or consent of instructor.
Evaluation of characteristics of soils which determine their productive potential. Incorporation of these
characteristics and the prevailing climate to make decisions regarding the intensity of use of the soils to maximize
production and/or net income are stressed. Lecture, three hours. (fall)
452 SOIL MICROBIOLOGY. 3 HOURS.

Prerequisites: AGRO 350.
Soil microbial populations and systems and their influence on plant nutrition, soil organic matter, its decomposition
and other soil microbial biochemical processes are presented. Lecture, three hours.
454 LAND USE AND CONSERVATION. 3 HOURS.

Prerequisites: AGRO 350, AGEC 361 or instructor’s consent.
Economic utilization of land for agricultural, recreation and public purposes based on location and capability
characteristics; interpretation and application of soil survey information for best interests in crop production,
conservation, public and industrial use; practice in designing land use maps are stressed. Lecture, three hours.
(spring)
455 SOIL CHEMISTRY. 2 HOURS.

Prerequisites: AGRO 350.
25
Analytical techniques used in soil chemistry and soil fertility; studies nutrient determination, colloidal systems,
chemical properties related to plant nutrition. Lecture, two hours.
456 SOIL CHEMISTRY LABORATORY. 1 HOUR.

457 SOIL FORMATION, CLASSIFICATION AND MAPPING. 2 HOURS.

Soil origin; classification schemes; profile description, mapping and interpretation of soil survey information
emphasizing Kentucky soils, are discussed. Lecture, two hours.
458 SOIL FORMATION, CLASSIFICATION AND MAPPING LABORATORY.

1 HOUR.

change in content.
ANIMAL SCIENCE (ANSC)

140 INTRODUCTION TO ANIMAL SCIENCE. 3 HOURS.
An introduction to the animal industry on a state, national and global basis, basic principles of reproduction and
endocrinology, breeding and genetics, animal products and diseases. Emphasis is placed upon farm animal
classification. Lecture, three hours. (fall, spring)
141 INTRODUCTION TO ANIMAL SCIENCE LABORATORY. 1 HOUR.

Prerequisite or Corequisite: ANSC 140.
A laboratory course correlated with AGRI 140. Laboratories are planned to coincide with lecture topics. Laboratory,
two hours. (fall, spring)
232 BASIC EQUITATION. 2 HOURS.

For students with little previous experience in horsemanship. Basic disciplines of hunt seat and stock seat
horsemanship and selection, care and use of horses and equipment are included. Laboratory, four hours. (fall,
spring)
240 LIVESTOCK MANAGEMENT. 2 HOURS.

Corequisites: ANSC 241
Prerequisite: ANSC 140.
A general animal science course offering hands on experience in management of beef cattle, dairy cattle, sheep,
swine, and horses. Lecture, two hours. (fall, spring)
241 LIVESTOCK MANAGEMENT LABORATORY. 1 HOUR.

Corequisite: ANSC 240
A laboratory course correlated with ANSC 240. Laboratory, two hours.
330 HORSE PRODUCTION. 2 HOURS.

26
Prerequisites: ANSC 140 and 345 or approval of instructor. Principles of animal science as they relate to the horse
and equine industry, characteristics of breeds, anatomy, nutrition, genetics, reproduction, behavior, training, health,
breeding, management, and marketing concepts are presented. Lecture, two hours.
331 HORSE PRODUCTION LABORATORY. 1 HOUR.

333 HORSE TRAINING. 2 HOURS.

Prerequisites: ANSC 330/331 or approval of instructor.
The student is assigned a horse to train. Techniques for halter-breaking, gentling, grooming, lunging, saddling,
driving and riding the untrained horse are included. Lecture, two hours.
334 HORSE TRAINING LABORATORY. 1 HOUR.

336 CONFIRMATION AND PERFORMANCE EVALUATION OF HORSES.

2 HOURS.
Prerequisite: Approval of instructor.
Evaluation and selection of horses based on conformation and athletic ability, and oral and written defense of
evaluations. The importance of environment, records, genetics, and conformation in selection are discussed.
Lecture, two hours.
338 INTRODUCTOR Y LIVESTOCK EVALUATION AND SELECTION.

3 HOURS.
Prerequisite: ANSC 140 or instructor s consent
Fundamental selection criteria utilized in evaluating beef cattle, hogs, sheep, dairy cattle and horses. Oral and
written evaluations are included. Lecture, two hours; laboratory, two hours. (fall)
340 MEATS AND MEAT PRODUCTS. 3 HOURS.

Prerequisite: ANSC 140 for agriculture majors.
A non-technical course designed for the average consumer. The role of meats and meat products in human
nutrition; meat substitutes; grading and inspection; identification and selection of wholesale and retail cuts of meat;
care and storage of meat products are studied. Lecture, three hours.
344 PHYSIOLOGY AND ANATOMY OF DOMESTIC ANIMALS. 3 HOURS.

Prerequisites: BIOL 120 and ANSC 140.
Physiology and anatomy as related to livestock production, nutrition and disease emphasizing digestive,
reproductive and endocrine systems. Lecture, three hours. (fall)
345 PRINCIPLES OF ANIMAL NUTRITION. 3 HOURS.

Pre/Corequisite: CHEM 107 or equivalent.
Prerequisite: ANSC 140
Principles of nutrition basic to animal feeding; chemistry and physiology of nutrition: nutrient requirements for
normal body functions. Lecture, three hours. (fall, spring)
347 ANIMAL PATHOLOGY. 3 HOURS.

Prerequisites: ANSC 140 and BIOL 120.
Distribution, nature, manner of dissemination, methods of control, prevention and eradication of infectious and
parasitic diseases of domestic animals are discussed. Lecture, three hours. (spring)
27
431 DAIRY PRODUCTION. 2 HOURS.

Prerequisites: ANSC 140 and 345.
Principles of nutrition and management and their practical application to commercial dairy herds are emphasized.
Lecture, two hours.
432 DAIRY PRODUCTION LABORATORY. 1 HOUR.

Corequisite: ANSC 431.
437 PHYSIOLOGY OF REPRODUCTION IN DOMESTIC ANIMALS. 2 HOURS.

Prerequisites: AGRI 140 and BIOL 120.
Endocrinology and physiology of reproductive systems; anatomical, physiological and biochemical bases of
reproduction; factors affecting means of improving efficiency of reproduction, artificial insemination, synchronized
estrus and related topics are presented. Lecture, two hours. (fall, spring)
438 PHYSIOLOGY OF REPRODUCTION IN DOMESTIC ANIMALS

LABORATOR Y. 1 HOUR.
440 ADVANCED LIVESTOCK EVALUATION AND SELECTION . 3 HOURS.

Prerequisite: ANSC 338 or instructor’s consent.
Genetic and environmental factors involved in selecting beef cattle, hogs, sheep, dairy cattle and horses.
Techniques of evaluating the economically important traits of prospective breeding animals are emphasized.
Students will participate in intercollegiate competition. Lecture, two hours; laboratory, two hours. (spring)
442 BEEF PRODUCTION. 2 HOURS.

History and importance of the beef cattle industry; programs and areas of production, selection, breeding, feeding
and management and common diseases are included. Lecture, two hours.
443 BEEF PRODUCTION LABORATORY. 1 HOUR.

444 SWINE PRODUCTION. 2 HOURS.

History and importance of the swine industry; programs and areas of production; selection, breeding, feeding and
management; and common diseases are stressed. Lecture, two hours; laboratory, two hours. (fall, even years)
445 SWINE PRODUCTION LABORATORY. 1 HOUR.

446 ANIMAL BREEDING. 2 HOURS.

Prerequisites: ANSC 140 and BIOL 120.
Application of genetic and statistical principles to breeding and improvement of farm animals; the role of selection in
changing populations; effect of different mating systems upon improvement of farm animals are investigated.
Lecture, two hours.
28
447 ANIMAL BREEDING LABORATORY. 1 HOUR.

448 ANIMAL FEEDS AND FEEDING PRACTICES. 4 HOURS.

Prerequisite: ANSC 345
Livestock feeds and their nutrients; functions of and requirements for nutrients; evaluation of feeds, feeding
practices and formulation of rations for all species of livestock are included; techniques involved in nutrition
research; readings in current literature are presented. Lecture, three hours; laboratory, two hours.
449 DOMESTIC ANIMAL NUTRITION: PRINCIPLES AND TECHNIQUES.

3 HOURS.
Prerequisites: ANSC 345, ANSC 448, CHEM 107 or 222 or instructor's
consent.
Chemistry and physiology of domestic animal nutrition, nutrient metabolism. Techniques involved in nutrition
research, readings in current nutrition literature. Demonstration and practical experience in digestion and balance
studies with experience in laboratory methods for proximate analysis, minerals and vitamins. Lecture, one hour;
Laboratory, 4 hours. (fall, evenyears)

change in content.
AGRICULTURAL ECONOMICS (AGEC)

FARMMANAGEMENT
260 GOLF COURSE MANAGEMENT. 3 HOURS.

An introductory course on the organization and operation of a golf course business. Topics include planning,
implementation and control of the physical facilities and the financial aspects. Lecture, three hours. (fall)
360 AGRICULTURAL ECONOMICS. 3 HOURS.

An introduction to the private and public sector of the United States economy. Identification of the resources used in
agriculture. Elementary application of economic principles to resource use in agriculture. Lecture, three hours.
(fall, spring)
Ogden College of Science,
Technology and Health
361 FARM MANAGEMENT. 3 HOURS.
Prerequisite: AGEC 360.
Organizing and managing farms; factors affecting farm earnings; resource allocation; combining farm enterprises,
individual farm organization and farm management problem assignments and application of the principles of
business to farming are stressed. Lecture, three hours. (fall, spring)
362 AGRICULTURAL MARKETING. 3 HOURS.

Included are principles and methods of marketing farm products; institutions performing the various functions in
marketing specific commodities; market prices; marketing costs; elementary treatment of cooperative marketing.
Lecture, three hours. (fall)
365 COMPUTER APPLICATIONS IN AGRICULTURE. 2 HOURS.

Prerequisite: CS 145 or permission of the instructor.
29
Instruction in the use of microcomputers in agriculture. Included will be word processing, spreadsheets, data files,
presentations, and other software used in agriculture. Two hour lecture/open lab. (fall, spring)
366 AGRICULTURAL SALES AND SER VICES. 3 HOURS.

Prerequisite: Senior standing or consent of instructor.
Exploration, investigation and application of principles and concepts of sales and service applied to agriculture. A
credit and personal improvement course designed for agri-business and educators working with sales and service
of agricultural inputs and products. Lecture, three hours. (spring)
460 AGRICULTURAL POLICY. 3 HOURS.

Principles underlying agricultural policy; the role of agriculture in the national economy; objectives of agricultural
policy and the means of reaching them; appraisal of current and proposed agricultural programs; and legislation
for remedial economic action are presented. Lecture, three hours.
461 ADVANCED FARM MANAGEMENT. 3 HOURS.

Prerequisite: AGEC 361 or instructors consent.
Identification, analysis and solution of problems of farm organization and operation; how to evaluate and
incorporate innovations into new or ongoing operation, case studies and field trips to situation farms in South
Central Kentucky are emphasized. Lecture, three hours.
463 AGRICULTURE FINANCE. 3 HOURS.

Farm finance problems, credit institutions, capital requirements, investment decisions, budgeting techniques,
operation of lending agencies and alternative means of acquiring capital are studied. Lecture, three hours. (spring)
468 WORLD FOOD DEVELOPMENT. 3 HOURS.

Study of world food production problems and opportunities in feeding an ever-increasing population. Assessment of
world food production, poverty, government policies, multi-national businesses and cultures. Investigates
methods of increasing production. Lecture, three hours. (fall)
475 SELECTED TOPICS IN AGRICULTURE. 3 HOURS.

change in content.
482 DEVELOPMENT OF AGRICULTURAL RESOURCES FOR RECREATION. 3 HOURS.

Prerequisite: Upper division or instructors consent.
Principles in developing physical facilities for various rural recreational enterprises are studied. Topics include
enterprise selection, program planning, site selection, promotion financing, management and construction of
facilities. Lecture, three hours.
AGRICULTURAL EDUCATION (AGED)

271 (EDU 250) INTRODUCTION TO EDUCATION. 3 HOURS.
An analysis of the philosophical, psychological, and sociological foundations of education in American academic
and career-technical public education. Qualification, performance and general expectation of the agriculture
teacher are stressed. Students must complete a 25-hour pre-student teaching experience in the public schools.
Periodic class trips are taken to observe various agriculture education departments. Lecture, three hours. (fall)
This course may be taken instead of EDU 250.
470 METHODS IN TEACHING AGRICULTURE EDUCATION. 3 HOURS.
Prerequisite: AGED 271 (EDU 250), EXED 330, AGRI 398, PSY 310, Admission to student teaching.
30
Experiences related to the teaching of agriculture education, further preparing the prospective teacher in
supervised occupational experience programs. FFA activities, classroom management, and general teaching
techniques. Departments are occasionally visited. Lecture, three hours. (fall)
471 ORGANIZATION AND PLANNING IN AGRICULTURAL EDUCATION. 3 HOURS.

Prerequisites: AGED 271 (EDU 250), EXED 330, AGRI 398, PYS 310, Admission to student teaching.
Organization and program planning for classes in high school agriculture education and technical programs.
Departments and adult farmer education-related activities are visited. Lecture, 3 hours. (fall)

change in content.
489 SPECIAL PROBLEMS IN AGRICULTURAL EDUCATION. 1-3 HOURS.

Prerequisite: Instructors consent and 3.0 grade point average required.
May be repeated to a maximum of six credits. (spring)
490 STUDENT TEACHING. 10 HOURS.

Prerequisites: AGED 271 (EDU 250), AGRI 398, AGED 470, 471, EXED 330, EDU 489, PSY 310, admission to
Teacher Education and to Student Teaching. twelve weeks teaching experience in a public school agriculture
education department with both in-school and out-of-school groups. (spring,fall). SEC 489 is taken along with 490.
AGRICULTURALMECHANICS(AGMC)
170 INTRODUCTION TO AGRICULTURAL MECHANIZATION. 2 HOURS.

Corequisite: AGMC 171
The topics studied in this course will be electrical power, land surveying and building construction. Lecture, two
hours. (fall, spring)
171 INTRODUCTION TO AGRICULTURAL MECHANIZATION LABORATORY.

1 HOUR.
A laboratory course correlated with AGMC 170. Laboratory, two hours.
172 LAWN AND GARDEN EQUIPMENT. 2 HOURS.

The student will study equipment used in the lawn and garden industry. Primary study will involve the engine and its
accessories. Lecture 2 hours. (fall)
173 LAWN AND GARDEN EQUIPMENT LABORATORY. 1 HOUR.

The student will disassemble and repair engines and other components to study by using manufacturers
specification, measuring devices, and other recommended procedures. Laboratory, two hours.
177 FARM EQUIPMENT SAFETY. 1 HOUR.

Prerequisite: AGMC 100 or 170 or consent of instructor.
Safe use and handling of hand tools, power tools, pesticides, fertilizers and agricultural equipment. Lecture, one
hour.
270 TURF MOWING EQUIPMENT MAINTENANCE. 2 HOURS.

Corequisites: AGMC 271
Instruction in the use of modern machines and techniques to maintain cutting equipment used in the turf industry.
Techniques for precision maintenance are studied. Lecture, two hours. 1st bi-term (spring)
31
271 TURF MOWING EQUIPMENT MAINTENANCE LABORATORY. 1 HOUR.

A laboratory course correlated with AGMC 270. Laboratory, two hours. 1st bi-term (spring)
272 TURF EQUIPMENT MANAGEMENT AND OPERATION. 2 HOURS.

Instruction in the selection, economic management and operation of turf equipment. Including safety, pesticide
certification, adjustments, basic operation, and cost analysis. Lecture, two hours. 2nd bi-term (spring)
273 TURF EQUIPMENT MANAGEMENT AND OPERATION LABORATORY. 1 HOUR.

A laboratory course correlated with AGMC 272. Laboratory, two hours. 2nd bi-term (spring)
371 AGRICULTURAL MECHANICS. 2 HOURS.

Corequisite AGMC 372
The major focus of this course will be metal work, welding and basic metallurgy. Lecture, two hours. (fall, spring)
372 AGRICULTURAL MECHANICS LABORATORY. 1 HOUR.

Ogden College of Science,
373 FARM POWER—MECHANICAL AND MACHINERY. 2 HOURS.
Prerequisites: AGMC 170, 371 or permission of instructor.
The student will learn basic engine principles used on farm equipment and accessory systems. Basic principles of
machinery management as applied toward proper machinery use and adjustment in the field will be addressed.
Lecture, two hours. (spring)
374 FARM POWER—MECHANICAL AND MACHINERY LABORATORY. 1 HOUR.

The student will disassemble and reassemble engines and machinery components. Laboratory, two hours.
377 FARM MACHINERY. 2 HOURS.

The design principles, operation, selection and management of agricultural tillage, forage and harvesting equipment
are studied. Lecture two hours. Field trips as needed. (fall)
378 FARM MACHINERY LABORATORY. 1 HOUR.

A laboratory course correlated with AGMC 377. Laboratory, two hours. (fall)
390 FARM STRUCTURES AND ENVIRONMENT. 2 HOURS.

The basic concepts of structural and environmental problems as they relate to agricultural buildings, analysis of
materials and their selection for agriculture buildings are presented. Design of light-framed structures and the use
of environmental controls in livestock and product storage buildings, building codes and their effects on farm
structures are reviewed. Field trips as needed. Lecture, two hours. (spring)
391 FARM STRUCTURES AND ENVIRONMENT LABORATORY. 1 HOUR.

392 TURF IRRIGATION. 2 HOURS.

32

Prerequisites: MATH 116 and AGRO 110.
Instruction in the selection, care, operation and management of irrigation systems specifically designed for
commercial, industrial and residential turf settings. Special emphasis given to the unique circumstance of golf
courses. Field trips required. Lecture, two hours.(spring)
393 TURF IRRIGATION LABORATORY. 1 HOUR.


change in content.
HORTICULTURE (HORT)
301 INTRODUCTION TO LANDSCAPE PLANTS. 2 HOURS.

Corequisite: HORT 302
Identification, recognition and use of deciduous trees, shrubs and herbaceous plants in the landscape. Introduction
to evergreen shrubs and trees as well as fall flowering bulbs and perennials are included. Lecture, two hours. (fall)
302 INTRODUCTION TO LANDSCAPE PLANTS LABORATORY. 1 HOUR.

A laboratory course correlated with HORT 301. Laboratory, two hours.
304 LANDSCAPE MAINTENANCE. 2 HOURS.

Maintenance of landscape plants including trees, shrubs, annuals, perennials, and turf; proper use of equipment,
fertilizers, and pesticides. Landscape maintenance business practices are included. Lecture, two hours;
laboratory, two hours. (fall)
305 LANDSCAPE MAINTENANCE LABORATORY. 1 HOUR.

312 INTRODUCTION TO HORTICULTURE. 3 HOURS.

Emphasis is given to principles of growth, development and management of major horticulture plants. Special
consideration is given to major horticultural crops of Kentucky. Lecture, three hours. (spring, odd years)
313 TURFGRASS MANAGEMENT. 3 HOURS.

Prerequisite: AGRO 110 or permission of instructor.
A study of turfgrass, including adaption, identification, uses and fundamental principles essential for establishing
and maintaining quality turf in lawns and recreation areas. Lecture, three hours. (spring)
316 GREENHOUSE PRODUCTION. 2 HOURS.

Structures, equipment, and cultural techniques for growing floriculture crops with special emphasis on the
production of container plants, foliage crops and bedding plants. Lecture, two hours. (spring)
33
317 GREENHOUSE PRODUCTION LABORATORY. 1 HOUR.

318 FORESTRY. 3 HOURS.

An introduction to the forest industry and wood lot management. Emphasis on the management of small acreages
typical of Kentucky property owners. Lecture, three hours.
401 LANDSCAPE PLANTS II. 2 HOURS.

Prerequisite: HORT 301 or permission of instructor.
Identification, recognition and use of landscape plants; with emphasis on evergreens, annuals, perennials and
bulbs, winter effect and flowering sequence of deciduous trees and shrubs will be included. Lecture, two hours.
402 LANDSCAPE PLANTS II LABORATORY. 1 HOUR.

A laboratory course correlated to HORT 401. Laboratory, two hours.
403 LANDSCAPE DESIGN AND CONSTRUCTION. 2 HOURS.

Prerequisites: HORT 402 and GC 105 or permission of instructor.
Design of residential and commercial landscapes; techniques and materials for construction of landscape features
such as decks, patio covers, walls, patios, pools, and irrigation are presented. Lecture, two hours.
404 LANDSCAPE DESIGN AND CONSTRUCTION LABORATORY. 1 HOUR.

405 NURSERY MANAGEMENT. 2 HOURS.

An introduction to the organization and management of a landscape plant nursery for container and field grown
stock. Students will design and plan a working nursery for south central Kentucky. Lecture, two hours.
406 NURSERY MANAGEMENT LABORATORY. 1 HOUR.

407 PLANT PROPAGATION. 2 HOURS.

Plant propagation is studied and practiced as an art and a science. Sexual and asexual techniques include
propagation by seed, cuttings, grafting, layering, division and tissue culture. Lecture, two hours.
408 PLANT PROPAGATION LABORATORY. 1 HOUR.

419 VEGETABLE PRODUCTION. 3 HOURS.

Prerequisite: AGRO 110 or permission of instructor.
Production of vegetables that are particularly suited for Kentucky, considering
34
variety selection, culture, harvesting, processing, and marketing. Lecture,

three hours.

Special topics acquaint advanced undergraduate students with scientific
developments of current interest in agriculture. Appropriate topic titles are assigned. Lecture and assignments vary
with credit. May be repeated with change in content.
Course Descriptions for Professional Education Courses
EDU 250 Introduction to Education

The introductory course to a career in education. The student will acquire basic knowledge of teacher
ethics, career awareness, student diversity, and curriculum,. Field experiences are required. Students are
responsible for arranging their own transportation to designated or assigned sites.
PSY 310 Educational Psychology: Development and Learning Applied Education

A required educational psychology course for students seeking teacher certification. Educational
psychology is designed to give the student a thorough understanding of the theories and principles of
psychology as applied to teaching and learning. The students will demonstrate knowledge, understanding,
and application of theories and principles of development, learning, memory, motivation, individual
differences, instruction, classroom management, and measurement and evaluation.
EXED 330 Introduction to Exceptional Child Education: Diversity in Learning

Characteristics of exceptionality, special education programs, schools, and community resources and
research relative to exceptionality. Field experiences in public schools and/or other appropriate setting
away from campus are required in this course. Students are responsible for arranging their own
transportation to designated or assigned sites.
EDU 489 Student Teaching Seminar

Analyzes the connections between teaching theory and actual practice. Portfolio refinement with the New
Teacher Performance Standards will be emphasized. Field experiences in public schools and/or other
appropriate setting away from campus are required. Pre-Service Teachers are responsible for their own
EDU 490 Student Teaching
Syllabi for professional education courses can be fund in Appendix H.
III. Themes
The initial preparation programs in agricultural education incorporate the

NCATE themes (conceptual framework, diversity, intellectual vitality, technology, professional
community, evaluation and performance assessment) as described in the following sections.
35
Conceptual Framework. The conceptual framework provides the foundation for the Agriculture
Education program and is a thread running throughout the teacher education program at Western
Kentucky University. It begins with knowledge in the general education portion of the program, which
lays a foundation for acquisition of major and professional knowledge.
Diversity. Since many Ag-Ed programs are not available in urban settings in Kentucky, one of the most
difficult areas to address in agricultural education is diversity. Many of our students will be placed for
student teaching in rural areas where ethnic diversity is demographically impossible. However issues
related to diversity are attempted to be incorporated throughout the program. Students learn there is a
divergence of thinking and are encouraged to learn to understand and respect ideas different from their
own. Students are taken on field trips in their introductory education class to an urban middle and
secondary school with high ESL population students. An additional Field Trip is taken to the Warren
County Alternative School to familiarize students with issues rarely experienced in such volume in rural
settings. Efforts are made to see that students observe diversity in the schools they are assigned to for
observation experiences. Special populations are addressed in both the introductory and the exceptional
education courses. During the Student Teaching semester, a final overnight trip to Bell County in far
Eastern Kentucky allows the students to appreciate the demographic and topography diversity of
Kentucky as well as reflect on the diversity (or lack thereof) in their school setting..
Intellectual Vitality. Beginning in EDU/AGED 250, students are placed in school settings where they
observe, collect data, interview teachers, administrators and others, report their findings, and evaluate
programs. Students in the Ag Ed Program at Western Kentucky University are actively involved in class
observations including teaching classes in public school the semester before student teaching, involving
themselves in judging and hosting FFA student activities, and interpreting data related to performance
assessments. Students are encouraged to belong and be active participants in their professional
organizations.
Technology. Teacher candidates are informed that the newest Teacher Standard related to technology
and that technology includes the adaptation of electronic as well as agricultural technology. Students are
given instruction on technology in both their content
and pedagogy courses. Beginning with a PowerPoint presentation and usage utilization of the electronic
portfolio in the EDU/AGED 250 course, students use technology throughout their program. Technology
is a mandatory component of Junior and Senior coursework and in student teaching.
Professional Community. Students participate in professional organizations both on and off campus.
The National Ag Ed Student Conclave provides competitive events where students can compare their
skills to their peers. Feedback on individuals and the program is sought from teachers, administrators, and
others. Professional educators from schools including teachers, administrators and state department of
education personnel provide input into the program through the program faculty, classes, seminars, and
follow-up surveys. Professional experiences with faculty members in Ag-Ed relate directly to the
professional community theme. The Ag Ed faculty is known thought the state for their service to the
public schools and state educational agencies through work on Assessment, intern visitation, and
curriculum standards development. An Ag-Ed professor works as Vocational Coordinator on the STEP
36
(Strengthening Teacher Education Programs) grant while informing others and keeping Career Technical
Education as integral parts of the educational program. Both full-time professors have received grants for
national Ag-ed curriculum projects.
Evaluation. Evaluation is more formative than summative with adaptations being made. For example,
changes due to the restructuring initiatives of block scheduling and alternative calendar allowed us to
rethink requirements in classroom pedagogy. Career clusters and career/technical standards as well as
KERA scores have resulted in more curricular alignment related to core content and occupational
standards. Input at a biennial meeting of all cooperating teachers allows a thorough give-and-take”
regarding suggested and requested changes. E-mail form teacher practitioners allows almost instant input
into evaluation roof our program.
Performance Assessment. Teacher preparation programs at the Western Kentucky University have
adopted a 4-level continuous assessment model that includes program evaluation and performance-based
student assessment. In addition to the broad array of student assessments included in each class,
observation, and student teaching, the program faculty assesses students for admission to the teacher
education program, at the during the junior year, before student teaching and near the end of the student
teaching program. As part of these assessments, the student’s portfolio is reviewed each time. Much of the
initial assessment is done by introductory education course instructor and personnel in the Office of
Student Teaching. In agricultural education, levels II and III are done in the Department while Level IV is
a collaborative effort between Ag Ed and College of Education personnel. Student teacher supervisors
feed suggestions for needed changes back into the program. For more detailed information, please see the
continuous assessment section of this folio.
IV. Assessment
IV.1. Mastery of Content

This section provides an overview of how the agricultural education program continuously monitors and
assesses each candidate's mastery of professional and technical content throughout the program and
during follow-up. Continuous assessment occurs through numerous activities throughout the students'
programs. These products and activities are completed in numerous formats and may involve individual
and group work, performance-based and on-demand tasks, activities documented via electronic and
student teacher portfolio entries, and traditionally-assessed tasks such as pencil-and-paper tests,
demonstrations and written and oral reports.
Technical content is assessed summatively with the PRAXIS Agriculture specialty exam. Revised by
ETS in 2001, scores for student teachers in 2002 will serve as the basis for determining cut-off scores for
students in Kentucky.
In areas related to professional competence mastery in the agricultural education certification program is
determined formally a minimum of four times during their program by representatives of the program
faculty. Introductory education course instructors and personnel in the Office of Student Teaching do
much of the initial assessment. In agricultural education, levels II and III are done in the Department
while Level IV is a collaborative effort between Ag Ed and College of Education personnel. Student
37
teacher supervisors feed suggestions for needed changes back into the program. For more detailed
information, please see the continuous assessment section of this folio. Assessments include, but are not
limited to, (a) basic skills assessments as evidenced upon entry and throughout the program, (b)
professional and technical content related assessments as evidenced by course grades and transfer of
professional and content knowledge during field experiences and portfolio entries, (c) personal skills
assessment as evidenced through interviews and interactions with program faculty, peers, field-based
supervisory personnel, and students in field based settings, (d) portfolio documents which should reflect
key knowledge and skills attained and collected throughout the program, and (e) program competency
evaluations completed by the off-campus teacher educator and the university coordinator and self-
assessments completed by the student and during follow-up surveys and visits. The continuous
assessment matrix for the initial certification program in agricultural education is shown in Table 5.
Table 5. Continuous Assessment Matrix for the Agricultural Education Program.
Assessment Levels Assessment Criteria

Level I 24 –36 hours with 2.3 GPA
or
36 –48 hours with 2.4 GPA
or
49+ hours with a 2,5 GPA
Portfolio entries indicating successful completion of Level I Performance
Tasks
Level II 37+ Semester hours completed
2.5 GPA overall AND 2.5+ in Education and Agriculture
Portfolio entries indicating successful completion of Level II Performance
Tasks
Admission to Teacher Education
Criminal Check
Teaching aptitude-Three letters of recommendation
Admission portfolio
Best pieces in electronic portfolio
Evidence of experience with students
Written communication skills
Oral communication skills
Minimum Standardized test scores
Interview
Level III Admitted To Teacher Education
Portfolio entries indicating completion of Level III
Performance Tasks
Level IV Admitted to Student Teaching Feedback to student:
Portfolio entries indicating completion of Level IV
Field evaluation of student
Student is recommended for a letter of eligibility or a Professional Development Plan is prepared.
IV.2. Program Assessment

38
Program assessment and evaluation is an on-going task and must feed back into program revision.
Collaboration between professors in two colleges and field-personnel is essential. Specific collaborations
at various levels include:
Level I. Data Summary, Entry Level Requirements--The instructor in EDU/AGED 250 will cooperate
with the Office of Student Teaching regarding initial meetings, requirements, and electronic portfolio
entries.
Level II. --Ag Ed and EXC 330 instructors are directly responsible for the progress of the students.
Level III.--Ag Ed instructors are directly responsible for the progress of the students
Level IV. --Ag Ed and EDU 489 instructors play a major role in the progress of the student working
closely with both supervising and cooperating teachers in the student teaching location. Throughout the
year, faculty members who are field-based supervisors will gather both formal and informal data from
teachers and administrators with whom students are placed for field experiences. The off-campus teacher
educators are invited to attend the student teacher seminars, and there is an expectation that they will
attend. Off-campus teacher educators are also invited to attend seminars designed specifically for them.
Off-campus teacher educators will be asked to evaluate the strengths and weaknesses of the program each
time they have a student teacher. The data gathered will be analyzed to find themes concerning program
effectiveness. The data will be presented to the Program Faculty. Based on this discussion, appropriate
revisions will be made.
Addressing Needed Follow-Up

Where professional or technical content weaknesses are found the program faculty in either Agriculture or
Education will develop a professional development plan, including time lines, to remediate the
weaknesses. Students who remediate their weaknesses will be allowed to matriculate to the next level.
Students failing remediate will not be allowed to matriculate to the next level.
V. Program Faculty
The following faculty members have responsibility to the undergraduate certification program in
vocational education.
Table 8. Agricultural Education Undergraduate Certification Program Faculty by Name, Highest

Degree, Areas of Specialization, Responsibilities in the
Program, and Relationship to the Institution
Agricultural Education On-Campus Teacher Educators

Coffey, David M. Ed. D. Agricultural Education and Rural Sociology. Full time at WKU. One half time
Ag Ed. Teach EDU/AGED 250, AGRI 398, and AGED 470.
39
Rudolph, Jack L. Ph. D. Agricultural Education and Agricultural Mechanics. Full time at WKU. One
fourth time Ag Ed. Teach AGED 471.
Agricultural Education Off-Campus Teacher Educators

Bates, James L. Ed. S. Agricultural Education. One fourth time Ag Ed. Part-Time. Supervise Student
Teachers.
Bailey, James R. Ed. S. Agricultural Education. One fourth time Ag Ed. . Part-Time. Supervise
Student Teachers.
Smiley, Leon R. Ed. S. Agricultural Education. One fourth time Ag Ed. . Part-Time. Supervise
Student Teachers.
Agricultural Education Off-Campus Public School Teachers

Costellow, Dan. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Observation Students
Daugherty, LeAnn, Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Duncan, David. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Hendrick. Larry. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Lucas, Gwen. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Murray, James. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Muse, Debbie. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Olt, Amy. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Schalk, Chris. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Sahrtzer, Terry Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
\Tipton, Ron. Rank I Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Woosley, Jamie. MA. Agricultural Education Supervise Student Teachers N/A Part-time. Supervise
Table 9. Agricultural Education Undergraduate Certification Program Faculty by Name, Highest

Degree, Areas of Specialization and Responsibilities in the
Program.
Anderson, Charles. Ph. D., Teach Equine and Nutrition Courses.

40

Bedel, Alvin, Ph. D., Teach Economics Courses

AGEC 460* Agricultural Policy (fall) 3
AGEC 461* Advanced Farm Management 3
AGEC 463* Agriculture Finance (spring) 3
AGEC 468* World Food Development (fall) 3
Britt, Jenks. Ph. D., Department Head. Teach Dairy Science Courses, Administrative Decisions.
Coffey, David. Ed. D. Professor, Teach Rural Sociology and Ag Ed Courses.
AGRI 108 Rural Sociology (fall, spring) 3
AGED 250 Introduction to Education 3
(fall, spring)
AGED 470* Methods in Teaching Vocational Agriculture 3

(fall, spring)
AGED 471* Organization and Planning in Agricultural Education 4
(first bi-term/fall, spring)
AGED 489 Special Problems in Agricultural Education 1-3
Gilfellen, Rebecca, Ph. D., Teach Soils Courses.

(fall, odd years)
(fall, odd years)
Gray, Elmer. Ph. D., Professor, Teach Statistics Courses
AGRI 491* Data Analysis and Interpretation (fall) 3
Jones, Gordon. Ph. D., Professor, Teach Animal Science Courses

41

(fall, spring)
Liu, Haibo. Ph. D., Teach Computer Usage and Turf Courses.
AGEC 260 Golf Course Management (fall) 3
HORT 313 Turfgrass Management (spring) 3
Martin, James. Ph. D., Teach Greenhouse and Horticulture Courses

(fall, odd years)
Rudolph, Jack. Ph. D., Teach Agricultural Education and Agricultural Mechanization Courses
(fall, spring)
(fall, spring)
42
(spring)
Sleugh, Byron. Ph.D. Teach Agronomy Courses
AGRO 311 Agronomy 3
Speer, Nevil. Ph. D., Teach Statistics Courses
Stiles, David. Ph. D., Teach Dairy Science and Environmental Courses.
(fall, spring)
(fall, spring)
(fall, even years)
Willian, Todd. Ph. D., Teach Agronomic and Issues Related Courses
AGRI 494 Agricultural Issues 3
43

VII. Curriculum Contract/Guidesheet. The curriculum contract and guide sheet for agricultural
education is included in Appendix I.
44
APPENDIX A
Western Kentucky University Teacher Education Courses
for Tables 1, 2, and 3
Western Kentucky University Courses in Agricultural Education Related Areas
Course Number Hours Course Title
EDU/AGED 250 3 Introduction to Teacher Education

AGRI 398 1 Seminar In Agricultural Education
EXED 330 3 Introduction to Exceptional Child Education:
Diversity In Learning
PSY 310 3 Educational Psychology
AGED 470 3 Methods in Teaching Agricultural Education
AGED 471 3 Organization and Planning in Agricultural
Education
EDU 489 3 Student Teaching Seminar
EDU 490 10 Student Teaching
45
APPENDIX B
New Teacher Standards
for Preparation and Certification
NEW TEACHER STANDARDS FOR PREPARATION AND CERTIFICATION
Standard I: Designs/Plans Instruction

Standard II: Creates/Maintains Learning Climates
Standard III: Implements/Manages Instruction
Standard IV: Assesses and Communicates Learning Results
Standard V: Reflects/Evaluates Teaching/Learning
Standard VI: Collaborates with Colleagues/Parents/Others
Standard VII: Engages in Professional Development
Standard VIII: Knowledge of Content
Standard IX: Implementation of Technology
46
NEW TEACHER STANDARD I - DESIGNS/PLANS INSTRUCTION

The teacher designs/plans instruction and learning climates that develop student abilities to use communication
skills,apply core concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and
integrate knowledge.
PERFORMANCE CRITERIA: The extent to which the teacher's plan:
1. Focuses instruction on one or more of Kentucky's student academic expectations.
2. Develops the student's ability to apply knowledge, skills, and thinking processes.
3. Integrates skills, thinking processes, and content across disciplines.
4. Proposes learning experiences that challenge, motivate, and actively involve the learner.
5. Proposes learning experiences that are developmentally appropriate for learners. Describes experiences for
multiple levels of complexity to accommodate students at different levels of performance.
6. Incorporates strategies that address physical, social, and cultural diversity and shows sensitivity to differences.
7. Establishes physical classroom environments to support the type of teaching and learning that is to occur.
8. Includes creative and appropriate use of technology as a tool to enhance student learning.
9. Includes appropriate assessment strategies and processes.
10. Includes comprehensive and appropriate school and community resources that support learning.
11. Includes learning experiences that encourage students to be adaptable, flexible, resourceful, and creative.
NEW TEACHER STANDARD II - CREATES/MAINTAINS LEARNING CLIMATE
The teacher creates a learning climate that supports the development of student abilities to use communication
skills,
apply core concepts, become self-sufficient individuals, become responsible team members, think and solve
problems, and
PERFORMANCE CRITERIA: The extent to which the teacher:
1. Communicates with and challenges students in a positive and supportive manner.
2. Establishes and maintains standards of mutually respectful classroom interaction by establishing the importance
of shared expectations during individual and group responsibilities.
3. Shows consistent sensitivity to individual academic, physical, social, and cultural differences and responds to all
students in a caring manner.
4. Shows flexibility and modifies classroom processes and instructional procedures as the situation demands.
5. Organizes materials and equipment to create a media-rich environment, including technology.
6. Motivates, encourages, and supports individual and group inquiry.
7. Uses classroom management techniques that foster self-control and self-discipline. Encourages responsibility to
self and to others.
8. Promotes student willingness and desire to receive and accept positive and negative feedback.
NEW TEACHER STANDARD III - IMPLEMENTS/MANAGES INSTRUCTION
The teacher introduces/implements/manages instruction that develops student abilities to use communication skills,
apply
core concepts, become self-sufficient individuals, become responsible team members, think and solve problems,
and
1. Communicates specific standards and high expectations for learning.
2. Links learning with students' prior knowledge, experiences, and family and cultural backgrounds.
3. Models/demonstrates the skills, concepts, attributes, and/or thinking processes to be learned.
26
4. Uses multiple teaching/learning strategies that are appropriate to student development level and actively engages
47
students in individual and cooperative learning experiences.

5. Makes appropriate provisions for learning to address diversity among learners.
6. Elicits samples of student thinking and stimulates student reflection on their own ideas and those of others.
7. Uses appropriate questioning strategies to engage students' cognitive processes and stimulate higher-order
thinking.
8. Guides students to express, examine, and explain alternative responses and their associated consequences relative
to moral, ethical, or social issues.
9. Demonstrates interpersonal/team membership skills and responsible caring behavior with students in facilitating
instruction.
10. Uses multiple perspectives and differing viewpoints to facilitate the integration of knowledge and experiences
across disciplines.
11. Makes creative and appropriate use of media and technology.
12. Makes efficient use of physical and human resources and time. Facilitates equitable engagement of students on
productive tasks.
13. Provides opportunities for students to use and practice what is learned.
14. Identifies student misconceptions, provides guidance, and offers students continuous feedback on progress
toward outcomes and expectations.
15. Links learning with student aspirations for future roles.
NEW TEACHER STANDARD IV - ASSESSES AND COMMUNICATES LEARNING RESULTS
The teacher assesses learning and communicates results to students and others with respect to student abilities to
use
communication skills, apply core concepts, become self-sufficient individuals, become responsible team members,
think
and solve problems, and integrate knowledge.
1. Uses multiple assessments and sources of data.
2. Makes appropriate provisions for assessment processes that address social, cultural, and physical diversity.
3. Accurately assesses student performance using the established criteria and scoring guides consistent with
Kentucky's assessment program and the Kentucky Instructional Results Information System (KIRIS).
4. Promotes student self-assessment using established criteria and focuses student attention on what needs to be
done to move to the next performance level.
5. Systematically collects and analyzes assessment data and maintains up-to-date records of student progress.
NEW TEACHER STANDARD V - REFLECTS/EVALUATES TEACHING/LEARNING
1. Accurately assesses, analyzes, and communicates the effectiveness of instruction and makes appropriate changes
to improve student learning.
2. Analyzes and evaluates the effects of learning experiences on individuals and on the class as a whole and makes
appropriate changes to improve student learning.
NEW TEACHER STANDARD VI - COLLABORATES WITH COLLEAGUES, PARENTS, AND OTHERS
The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning
programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient
individuals, become responsible team members, think and solve problems, and integrate knowledge.
1. Identifies or recognizes situations when and where collaboration with others will enhance learning for students
(e.g., thematic units, individual education plan, and school-based decision making).
2. Articulates the purpose and scope of the collaborative effort.
3. Articulates standards of each collaboration event (e.g., summary, next steps, responsibilities, timeline).
48
4. Demonstrates productive leadership or team membership skills that facilitate the development of mutually
beneficial goals.
5. Demonstrates tolerance to alternative perspectives and options and encourages contributions from school and
community resources.
NEW TEACHER STANDARD VII - ENGAGES IN PROFESSIONAL DEVELOPMENT
The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's learning
goals, refines the skills and processes necessary, and implements a professional development plan.
1. Provides evidence of performance levels and articulates strengths and priorities for growth.
27
2. Articulates a professional development plan to improve his/her own performance and to expand his/her teaching
repertoire to facilitate student achievement of the learning goal.
3. Engages in relevant professional development activities and follows through with plan.
4. Shows evidence of improvement in performance and evidence of an increased capacity to facilitate student
learning.
NEW TEACHER STANDARD VIII - KNOWLEDGE OF CONTENT
The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student
knowledge and performance in those areas.
1. Accurately communicates the skills and core concepts related to certified academic areas.
2. Effectively applies the methods of inquiry related to the certified academic areas.
3. Incorporates a multicultural/global perspective in content presentations.
4. Utilizes technology related to the certified academic areas.
5. Connects knowledge of the certified academic areas to real life situations.
NEW TEACHER STANDARD IX – IMPLEMENTATION OF TECHNOLOGY
The teacher uses technology to support instruction; access and manipulate data; enhance professional growth and
productivity; communicate and collaborate with colleagues, parents, and the community; and conduct
research/solve problems.
1. Operates a multimedia computer and peripherals to install and use a variety of software.
2. Uses terminology related to computers and technology appropriately in written and verbal communication.
3. Demonstrates knowledge of the use of technology in business, industry, and society.
4. Demonstrates basic knowledge of computer/peripheral parts and attends to simple connections and installations.
5. Creates multimedia presentations using scanners, digital cameras, and video cameras.
6. Uses the computer to do word processing, create databases and spreadsheets, access electronic mail and the
internet,
make presentations, and use other emerging technologies to enhance professional productivity and support
instruction.
7. Uses computers and other technologies such as interactive instruction, audio/video conferencing, and other
distance
learning applications to enhance professional productivity and support instruction.
8. Requests and uses appropriate assistive and adaptive devices for students with special needs.
9. Designs lessons that include technology and human issues to address diverse students needs and different
learning
styles.
10. Practices equitable and legal use of computers and technology in both professional and personal activities.
11. Facilitates the lifelong learning of self and others through the use of technology.
12. Explores, uses, and evaluates technology resources: software, applications, and related documentation.
49
13. Applies research-based instructional practices that use computers and other technology.
14. Designs lessons that integrate computers and other technology to create effective groupings to meet the needs of
diverse learners.
15. Uses technology to support multiple assessments of student learning.
16. Designs lessons that ask students to practice the equitable, ethical, and legal use of technology.
50
APPENDIX C
Vocational Education Standards

for National Board Certification
51
VOCATIONAL EDUCATION STANDARDS

FOR NATIONAL BOARD CERTIFICATION
Creating a Productive Learning Environment

I. Knowledge of Students
Accomplished vocational teachers are dedicated to advancing the learning and well-being of all students. They
personalize their instruction and apply knowledge of human development to best understand and meet their
students' needs.
II. Knowledge of Subject Matter
Accomplished vocational teachers command a core body of general vocational knowledge about the world of work
in general and the skills and processes that cut across industries, industry specific knowledge, and a base of
general academic knowledge. They draw on this knowledge to establish curricular goals, design instruction,
facilitate student learning and assess student progress.
III. Learning Environment
Accomplished vocational teachers efficiently manage their classrooms and create an environment that fosters
democratic values, risk taking and a love of learning. In this environment, students develop knowledge, skills and
confidence through contextualized learning activities, independent and collaborative laboratory work, and
simulated workplace experiences.
Advanced Student Learning
IV. Advancing Knowledge of Vocational Subject Matter
Accomplished vocational teachers foster experiential and performance-based student learning of vocational subject
matter by creating important, engaging activities for students that draw upon an extensive repertoire of
methods, strategies and resources. Their practice is also marked by their ability to productively integrate vocational
and academic disciplines.
V. Workplace Readiness
Accomplished teachers develop student career decision-making and employability skills
by creating opportunities for students to gain understanding of workplace cultures and expectations.
VI. Managing and Balancing Multiple Life Roles
Accomplished teachers develop in students an understanding of the competing demands
and responsibilities that are part of the world of work, and guide students as they begin
to balance those roles in their own lives.
VII. Social Development
Accomplished vocational teachers develop in students self-awareness and confidence,
character, leadership and sound personal, social and civic values and ethics.
VIII. Assessment
Accomplished vocational teachers utilize a variety of assessment methods to obtain useful information about
student learning and development, to assist students in reflecting on their own progress and to refine their teaching.
Professional Development and Outreach
IX. Reflective Practice
Accomplished vocational teachers regularly analyze, evaluate and strengthen the effectiveness and quality of their
practice through life-long learning.
X. Collaborative Partnerships
Accomplished vocational teachers work with colleagues, the community, business and industry, and post-secondary
institutions to extend and enrich the learning opportunities available to students and to ease school-to work
transitions.
XI. Contributions to Professional Community
52
Accomplished vocational teachers work with their colleagues and with the larger professional community both to
improve schools and to advance knowledge and practice in their field.
XII. Family and Community Partnerships
Accomplished vocational teachers work with families and communities to achieve common goals for the education
of all students.
53
APPENDIX D
Kentucky Vocational Teacher Education Standards

REVISED 9/25/96
54
VOCATIONAL TEACHER EDUCATION STANDARDS

At the completion of the Vocational Teacher Education Program, the student will be able to:
Professional
1. Develop a personal philosophy of education which reflects a global society.
2. Collaborate with other educational institutions and businesses in building partnerships
for delivering instructional programs.
3. Demonstrate professional, ethical behavior.
4. Demonstrate knowledge of the legal rights and responsibilities of school systems, teachers, and students.
5. Develop positive working relationships with the community to include school personnel,
parents, employers, and others.
6. Develop long-range goals for continued professional and technical development.
7. Explain the role of professional organizations.
Program Planning, Development, and Management
8. Utilize school and community resources to support program planning and needs.
9. Develop annual and long-range program and budget plans consistent with goals and objectives of the school.
10. Utilize knowledge of trends affecting education, businesses, individuals , families, and communities in program
planning.
11. Design a coherent sequence of instruction consistent with programmatic needs.
12. Incorporate legislative mandates and other requirements in program planning.
13. Demonstrate knowledge of school-based decision making process.
14. Provide opportunities for successful transition of students from high school to work, school or military.
15. Use results of program assessment to improve instruction.
16. Develop instructional content and assessment strategies for meeting program outcomes.
17. Integrate academic and vocational education.
18. Select, seure, and maintain equipment and materials for classroom and laboratory facilities.
19. Maintain clean, attractive, and functional facilities.
20. Develop a system for using and maintaining files, records, and reports.
21. Demonstrate knowledge of finances affecting vocational education.
Curriculum, Instruction, and Assessment
22. Demonstrate knowledge of learning processes and learning styles and models of teaching.
23. Utilize teaching methods that are basic to effective learning, (i.e., problem solving, critical thinking, decision
making, etc.)
24. Use a variety of strategies and resources to facilitate the attainment of student outcomes.
25. Maintain a classroom climate conducive to individual and group learning.
26. Identify and correct safety hazards within the classroom and/or laboratory.
27. Take appropriate action on substance abuse, health and/or emergency situations.
28. Design lesson plans for teaching students with multiple intelligences, interests, abilities, learning styles,
economic, cultural, and ethnic backgrounds.
29. Evaluate student progress using a variety of assessment techniques.
Vocational Student Organizations
30. Determine strategies for utilizing the student organization as an integral part of the vocational instructional
program.
31. Guide students in planning, financing, implementing, and evaluating a program of activities.
32. Guide students to conduct effective committee and chapter meetings.
33. Provide recognition opportunities for students in academic, occupational, and leadership activities.
34. Provide opportunities for all students to develop and strengthen leadership and teamwork skills.
Appendix D: Kentucky Vocational Teacher Education Standards, cont.
35. Demonstrate the ability to utilize student organization activities/events to enhance performance assessment.
55
36. Involve all students (including those with special needs) in planned activities.
32
Work-Based Learning
37. Demonstrate ability to plan and implement occupational oriented work-based learning programs such as
cooperative placement, pre-apprenticeship, supervised occupational experience, work experience, practicum, etc.
37. Counsel students, including those with special needs, to select, plan, and participate in a work-based learning
program.
37. Demonstrate strategies for involving parents, employers/and owners, and the school administration in the
approval and support for work-based programs.
40. Assist students in maintaining and evaluating records on their work experience programs.
41. Provide supervision for students in work-based programs.
42. Develop techniques for students to include components of work-based learning in transition portfolios.
Life-Long Learning
43. Promote and explain the need for life-long learning.
44. Describe methodology for planning and implementing adult programs.
45. Demonstrate effective method(s) in teaching adults.
46. Select and use resource persons to teach specialized competencies.
Special Populations
47. Identify characteristics of special populations.
48. Plan appropriate program for students with special needs (i.e., individuals with disabilities, limited English
proficiency, academic or economic disadvantages, individuals who participate in programs to eliminate sex bias,
and individuals in correctional institutions).
49. Use information about individual's social, developmental and cultural needs in planning specialized programs
and services.
50. Demonstrate knowledge of resources that can provide assistance for social and life skills development.
56
APPENDIX E
Kentucky Agriculture Program Area Content

Standards
57
VOCATIONAL TEACHER EDUCATION

AGRICULTURAL EDUCATION
KENTUCKY CONTENT STANDARDS
I. Apply basic academic knowledge through practical application in Agricultural Production.
(CIP Code 01.3301)
A. Interpret the effects and interrelationships of the specific factors required to successfully produce agricultural
crops.
B. Interpret the effects and interrelationships of the specific factors required to successfully produce livestock,
poultry, and companion or recreational animals.
C. Investigate and understand the effects and interrelationships of applying appropriate soil and water
management practices on successful agricultural production now and in the future.
II. Apply basic academic knowledge through practical application in Agribusiness.
(CIP Code 01.0101)
A. Demonstrate those standardized and technologically current business procedures and practices needed to
successfully perform as an agribusiness employee while analyzing and developing the additional
competencies required for management and/or ownership.
B. While using a given model, develop an appreciation for, recognize the importance of, and apply the financial
and legal competencies required to manage or operate an agribusiness.
III. Apply basic academic knowledge through practical application in Agricultural Mechanics/Engineering.
(CIP Code 01.0201)
Identify, examine, understand, and SAFELY apply the current mechanical technologies in energy, power, and
construction being utilized in the production, housing, storage, processing, and transportation of agricultural
products
specific to the program area being studied.
IV. Apply basic academic knowledge through practical application in Forestry/Resource Management.
(CIP Code 03.0101)
A. Evaluate the role of agriculture in a changing environment, including the need to maintain the world's
ecosystem including nonrenewable and renewable resources, ecology, and safe environment.
B. Examine and understand the interrelationships between the management of the forest while examining the
compatibility and conflicts between the pulp, lumber, veneer, post and pole, Christmas tree, and fuel wood
industries; and wildlife, outdoor recreation environmental management practices, and aesthetics.
C. Explain the importance of and interpret the interrelationships between the conservation and management of
air, soil, and water while studying the effects of pollution and waste management and their combined effects
on all natural resources.
V. Apply basic academic knowledge through practical application in Horticulture.
(CIP Code 01.0401)
Develop an appreciation for and an understanding of horticultural science as the culture of plants used for
ornamental, aesthetic, and food purposes.
VI. Apply basic academic knowledge through practical application in Agricultural Processing, Distribution, and
Marketing. (CIP Code 01.0401)
A. Analyze the processing, distribution, and marketing of food, fiber, and fuels agricultural industries.
B. Develop a "value-added" model for products of the food, fiber, and fuels agricultural industries.
VII. Apply basic academic knowledge through practical application of appropriate educational and agricultural
technology.
58
Learned Society and KERA Initiatives Guidelines

Courses Most Frequently Taken
Agricultural Education – Initial Certification
Course # KERA Initiatives

AGRI 108 POS, CC, LG/AE,
NTS
NTS
ANSC 140 POS, CC, LG/AE,
NTS
AGMC POS, CC, LG/AE,
170/171 NTS
NTS
NTS
AGRO 350 POS, CC, LG/AE,
NTS
AGEC 360 POS, CC, LG/AE,
NTS
NTS
NTS
AGEC 361 POS, CC, LG/AE,
NTS
AGMC POS, CC, LG/AE,
371/372 NTS
HORT POS, CC, LG/AE,
304/305 NTS
AGRO 454 POS, CC, LG/AE,
NTS
NTS
HORT POS, CC, LG/AE,
316/317 NTS
AGRO POS, CC, LG/AE,
409/410 NTS
POS=Program of Studies
59
CC=Core Content for Assessment

LG/AE=Learning Goals and Academic Expectations
NTS=New
APPENDIX F
Western Kentucky University Courses for the Agricultural Program Content Area
That Meet the Agriculture Program Area Technical Content Standards
Course Number Title and Frequency Hours Credit
UC 101 Freshman Seminar 2
AGRI 101 The Science of Agriculture (fall, spring) 3
AGRI 108 Rural Sociology (fall, spring) 3
AGRI 269 Cooperative Education in Agriculture I 1-4
AGRI 280 Introduction to Environmental Science 3
AGRI 291 Interpretation of Agricultural Research (fall, spring) 3
AGRI 369 Cooperative Education in Agriculture II 1-4
AGRI 398 Seminar (fall, spring) 1
AGRI 399 Research Problems in Agriculture 1-3
AGRI 469 Cooperative Education in Agriculture III 1-4
AGRI 473* Interactions in the Cave and Karst Environment 3
AGRI 475* Selected Topics in Agriculture 1-3
AGRI 491* Data Analysis and Interpretation (fall) 3
AGRI 493* Sustainable Agriculture 3
AGRI 494 Contemporary Agricultural Issues (fall, spring) 3
AGRO 311 Agronomy 3
AGRO 325 Entomology 3
AGRO 414* Crop Improvement (fall, even years) 3
60

(fall, odd years)
(fall, odd years)
(fall, spring)
ANSC 232 Basic Equitation (fall, spring) 2
ANSC 330 Horse Production (spring) 2
(fall, spring)
(fall, spring)
61

(fall, even years)
AGEC 260 Golf Course Management (fall) 3
AGEC 460* Agricultural Policy (fall) 3
AGEC 461* Advanced Farm Management 3
AGEC 463* Agriculture Finance (spring) 3
AGEC 468* World Food Development (fall) 3
AGEC 482* Development of Agricultural Resources for Recreation 3
AGED 250 Introduction to Education 3
(fall, spring)
AGED 470* Methods in Teaching Vocational Agriculture 3

(fall, spring)
AGED 471* Organization and Planning in Agricultural Education 4
(first bi-term/fall, spring)
AGED 489 Special Problems in Agricultural Education 1-3
AGED 490 Student Teaching 10
AGMC 100 Introduction to Farm Power (fall) 2
AGMC 101 Introduction to Farm Power Laboratory (fall) 1
(fall, spring)
(fall, spring)
AGMC 172 Lawn and Garden Equipment (fall) 2
AGMC 173 Lawn and Garden Equipment Laboratory (fall) 1
AGMC 177 Farm Equipment Safety (fall) 1
AGMC 178 Electrical Systems (spring) 2
AGMC 179 Electrical Systems Laboratory (spring) 1
62

(spring)
AGMC 278 Applied Hydraulics (spring) 2
AGMC 279 Applied Hydraulics Laboratory (spring) 1
AGMC 373 Farm Power - Mechanical and Machinery (spring) 2
AGMC 374 Farm Power - Mechanical and Machinery Laboratory 1
(spring)
AGMC 375 Diesel Engines 2
AGMC 376 Diesel Engines Laboratory 1
AGMC 392 Turf Irrigation (spring) 2
AGMC 393 Turf Irrigation Laboratory (spring) 1
AGMC 470* Agricultural Materials Handling (spring) 3
HORT 313 Turfgrass Management (spring) 3
HORT 318 Forestry 3
HORT 401* Landscape Plants II (spring, odd years) 2
HORT 402* Landscape Plants II Laboratory (spring, odd years) 1
(fall, odd years)
HORT 405* Nursery Management (spring, even years) 2
HORT 406* Nursery Management Laboratory (spring, even years) 1
63

HORT 412* Modern Fruit Production 3
HORT 419* Vegetable Production 3
* With additional requirements, may be taken for graduate credit.
APPENDIX G
STUDENT CONTRACT
64
STUDENT CONTRACT FOR CERTIFICATION IN AG-ED AT WKU

Grades 5-12
Name: _______________________________ SSN: ___________________________
E-Mail: _____________________________ Local Phone: ___________________
Local Mailing Address: _________________________________________________
Permanent Mailing Address: _____________________________________________
AGRICULTURAL Core Requirements General Education Requirements

Course No. Credit Semester Course No. Credit Semester
AGRI 108 3 ___________ Category A. Communication
AGRO 110 3 ___________ ENG 100 3 ___________
ANSC 140 3 ___________ ENG 300 3 ___________
ACMC 170/71 3 ___________ COM 145
AGRI 291 (491) 3 ___________ or
AGRO 350 3 ___________ COM 161 3 ___________
AGED 360 3 ___________ Foreign Lang. 3 ___________
AGRI 398 1 ___________
AGRI 398e 1 ___________ Category B. Humanities
AGR0 320* 3 ___________ ENG 200 3 ___________
or Elective 3 ___________
ANSC 345 3 ___________ Elective 3 ___________
AGRI 494 3 ___________
Category C. Social Sciences
HIST 119/20 3 ___________
Certification Requirements AGRI 108 3 ___________
AGEC 361 3 ___________ PSY 100 3 ___________
AGMC 371/2 3 ___________
HORT Elect.+ 3 ___________ Category D. Science and Math
Soils Elect. 3 ___________ BIOL 120/1 3 ___________
ANSC Elect.+ 3 ___________ CHEM 105/6 3 ___________
AG Elective 3 ___________ CHEM 107/8 3 ___________
AG Elective 3 ___________ MATH 116 3 ___________
*If not taking Agro 320
+If not taking AnSC 345 Category E. Diversity/Cultures
Elective 3 ___________
TOTAL AG HOURS 50
Category F. Physical Activity/Health
Education Requirements PE 100 3 ___________
Course No. Credit Semester or
AGED/EDU 250 3 _________ HE 100 AND 3 ___________
PSY 310 3 _________ PE 101 1 ___________
EXC 330 3 _________
AGRI 398e 1 _________
AGED 440 3 _________
AGED 471 3 _________
EDU 489 3 _________
65
EDU 490 10 _________
TOTAL HOURS 29
(OVER)
66
Furthermore, I am aware of the following entrance, mid-point and exit requirements related to
testing and competency in professional education and technical agriculture:
Candidates for Admission to the Teacher Education Program (TEP) must:

1. have completed at least 60 semester hours or, if pursuing initial certification as a post-bachelor's or
graduate student, must have earned a bachelor's degree from an accredited institution of higher education.
2. demonstrate academic achievement by earning a minimum overall GPA of 2.50. In addition, post-
baccalaureate and graduate level students must demonstrate a minimum 2.50 GPA in the teaching subject
matter field.
3. certify their knowledge of the Kentucky Professional Code of Ethics, complete a Criminal check, and
sign a declaration of eligibility for certification.
4. demonstrate aptitude for teaching by presenting three letters of recommendation from individuals who
can attest to the candidate's potential success in teaching. At least one of the recommendations must be
from an instructor in the technical agriculture area.
5. demonstrate hearing, health, and speech competence
6. demonstrate an acceptable level of skills in written communication. This will be assessed by the
program faculty at the time of the admissions interview or by the student having earned at least a '2.5' in
two college-level written composition course with no grade in either class being below a “C.”
7. demonstrate an acceptable level of skills in oral communication. This will be assessed by the program
faculty at the time of the admissions interview or by the student having earned at least a 'B' in a college
level public speaking course.
8. evidence general academic ability in one of the following ways: the minimum criteria for the ACT
(composite minimum 21), SAT (composite minimum 970), GRE (minimum composite 1200 with 400
minimum for each of the three areas) or PRAXIS Core Battery (General Knowledge minimum 643 and
Communication minimum 646), PPST (minimum of 173 on reading, 173 on Math and 172 on Writing.
Note that any of the previously mentioned academic standards must have been completed within the past
5 years.
9. be enrolled in or have completed an introductory professional education course (usually AED/EDU 250
—Introduction to Education).
After acceptance to the Teacher Education Program, candidates must:

1. maintain the Working Portfolio including a current electronic portfolio.
2. maintain a minimum of 2.5 GPA overall and in Major and Professional Education.
After completion of the Teacher Education Program, candidate must:

1. Pass the PRAXIS Agriculture Specialty exam at a cutoff score to be determined in 2002.
2. Pass the PRAXIS Principles of Teaching exam at a cutoff score to be determined in 2002.
3. Complete required SDE forms related to Initial Certification in Tate Page Hall.
Signed: _______________________, Student ______________________, Advisor
Date: _____________________,200____
67
Appendix H
Professional Education Course Syllabi

68
Course Title: Introduction to Education
Course Prefix and Number: EDU 250
Course Discipline: Teacher Education
Instructor s Name: Jacqueline M. Schliefer, Ed.D.
Semester and Year: Spring 2002
Course Description: The introductory course to a career in education. The student will
acquire basic knowledge of teacher ethics, career awareness, student diversity, and
curriculum. Field experiences are required. Students are responsible for arranging their
own transportation to designated or assigned sites.
Rationale: EDU 250 is a prerequisite for further study in teacher education. This course
provides an awareness of the role of the teacher in the classroom, in the school, and in
the community and will guide the student in choosing an appropriate career path. In
addition, this foundations course will enable the student to answer the question, "Is
teaching the career for me?"
Course Objectives, Instructional Methods, and Assessment: The goal of this course
is to present information on educational issues and trends, background and history, and
legal and financial considerations pertinent to choosing a career in education. The
course objectives are divided according to Kentucky's New Teacher Standards for
Preparation and Certification. The course objectives and suggested methods and
activities to meet these objectives are listed here along with suggested assessment
strategies. However, additional methods, activities and assessment strategies that meet
these course objectives may also be used.
Kentucky's New Teacher Standard I

The teacher designs/plans instruction and learning climates that develop student abilities to use
Objectives Methods and Activities Assessment
The student will:
A. examine the Kentucky Education
A. KERA initiatives group
Reform Act (KERA) and other regional A. scoring guides, cognitive
actvity, class discussion,
and national education reform tests
student presentations
movements.
B. examine the Kentucky New Teacher
Performance Standards for Preparation
B. class discussion B. portfolio
and Certification and standards set forth
by learned societies.
C. study strategies to address physical, C. field experience, class C. field report, scoring guides,
69
discussion, case studies, cognitive tests, philosophy

social, and cultural diversity.
student presentations paper
Kentucky's New Teacher Standard II

The teacher creates a learning climate that supports the development of student abilities to use
The student will:
A. examine research findings concerning A. class discussion and
A. scoring guides, cognitive
maintenance of a positive and helpful readings, student
tests
classroom climate. presentations
B. class discussion and
B. identify various cultures and value
readings, case studies, B. cognitive tests, journal
structures and their impact on student
student presentations, field entries, scoring guides
learning
experience
Kentucky's New Teacher Standard III

The teacher introduces/implements, manages instruction that develops student abilities to use
The student will:
A. gather information on ways to
adjust/vary materials, activities, objectives A. class discussion and A. scoring guides, cognitive
and realia to address the diverse needs of readings, field experience tests, journal entries
all students.
B. write a philosophy paper which B. class discussion and
includes beliefs concerning classroom readings, cooperative B. scoring guides
management. learning activity
Kentucky's New Teacher Standard IV

The teacher assesses learning and communicates results to students and others with respect to
student abilities to use communication skills, apply core concepts, become self-sufficient individuals,
become responsible team member, think and solve problems, and integrate knowledge.
The student will:
A. examine ethical issues of assessment
A. class discussion and A. cognitive tests, journal
and reporting systems based on state/
readings, case studies entries, scoring guides
professional organization codes of ethics.
B. write a philosophy paper which
readings, cooperative B. scoring guide
includes beliefs concerning assessment.
learning activity
Kentucky's New Teacher Standard V

The student will:
70
A. explain the characteristics of reflective A. class discussion and

A. journal entries
practitioners readings, field experience
B. examine the various roles of today's B. class discussion and B. scoring guide, cognitive
educators. readings, field experience tests, journal entries
C. use print and non-print media (ERIC) to
research and reflect upon educational C. technology assignment C. check sheet, scoring guide
issues and trends.
Kentucky's New Teacher Standard VI

The teacher collaborates with colleagues, parents, and other agencies to design, implement,
and support leaning programs that develop student abilities to use communication skills, apply core
concepts, become self-sufficient individuals, become responsible team member, think and solve
problems, and integrate knowledge.
The student will:
A. interpret contemporary research A. class discussion and
findings concerning school reform, readings, student A. cognitive tests, scoring
teacher effectiveness, and parental presentations, field guides, journal entries
involvement. experience
B. identify community resources that readings, student B. cognitive tests, scoring
support schools, students and families. presentations, field guides, journal entries
experience
Kentucky's New Teacher Standard VII

The teacher evaluates his/her overall performance with respect to modeling and teaching Kentucky's
learning goals, refines the skills and processes necessary, and implements a professional
development plan.
The student will:
A. initiate admission to the teacher
A. orientation meeting A. checklist
education process.
B. technology assignment,
B. begin development of professional
class discussion and B. checklist, scoring guide
portfolio.
readings
C. technology assignment,
C. identify professional organizations in
class discussion and C. cognitive tests, checklist,
field and summarize the benefits of
readings, professional scoring guides
membership
meetings
D. class discussion and
D. examine teacher certification
readings, orientation D. checklist
standards.
meeting
E. class discussion and
E. interpret codes of ethics for teachers. E. journal entries
readings, case studies
Kentucky's New Teacher Standard VIII

The teacher demonstrates a current and sufficient academic knowledge of certified content areas
to develop student knowledge and performance in those areas.
71

The student will:
A. class discussion and
A. analyze the philosophical foundations
readings, cooperative A. cognitive tests, scoring guide
of American education.
activity, philosophy paper
B. identify legal issues that affect B. class discussion and
B. cognitive tests, journal
educators, students, and society and the readings, case studies,
entries
impact on certified content areas. cooperative activity
C. analyze the historical development of C. class discussion and
C. cognitive tests
American education. readings
D. examine the role of local, state, and
federal government in the organization, D. class discussion and
D. cognitive tests
administration, and financing of education readings
and how it affects certified content areas.
Kentucky's New Teacher Standard IX
The teacher uses technology to support instruction; access and manipulate data; enhance
professional growth and productivity; communicate and collaborate with colleagues, parents, and the
community; and conduct research.
The student will:
A. use the computer to prepare written A. philosophy paper, A. scoring guides; electronic
class assignments growth plan activity portfolio
B. APA annotated
B. use electronic databases to conduct
bibliography and group B. scoring guides
research on current educational issues
presentation
Course Topics Major topics to be considered are:

Professional Ethics Collaboration
Diversity Use of Technology
Social issues, students, and families Contemporary educational trends & issues
History of Education Philosophy of Education
Legal Issues Financial Issues
Required Components
Field Experience Journal & Report (critical
Field Experience (15 hours)
performance)
Philosophy Paper (critical performance) Teacher Education Orientation Meeting
Portfolio Presentation and APA Annotated Bibliography
Cognitive Tests Professional Organization Assignment
Regular Attendance
KERA Elements Addressed

Learning Goals & Academic Expectations Preschool and Primary Program
Kentucky Educational Technology System (KETS) New Teacher Standards
72
Family Resource Centers/Youth Service Centers Extended School Services

CATS: Student Assessment & Accountability School-Based Decision Making
Regional Service Centers Parental Involvement
Specific Assignments & Requirements
Attendance: Since the development of professional behavior is a course goal,

attendance is stressed. Absences and tardies will be recorded; when a student has
accumulated six unexcused absences, he/she may be dropped from the course with
an F.
Textbook: Read chapters as assigned (see schedule) and be prepared for class
discussions and quizzes. Prepare reflective journal entries based on the "Reflect &
Write" section of each chapter.
Educational Issues: Groups of students will research and report to the class on
national and state educational issues. Groups will have 15-20 minutes to present their
topics. Individual group members will prepare an annotated bibliography (using the
American Psychological Association [APA] style) of articles used to gather information
for the group presentation. Additional information and scoring guides will be provided.
New Teacher Standards Notebook: A semester-long project will be a notebook based

on the New Teacher Standards. Additional information on contents will be provided
along with a scoring guide.
Electronic Portfolio: Students will develop an electronic portfolio and successfully

upload two critical performances into this portfolio. Details and scoring guides on the
critical performances will be provided; the entries (critical performances) will be the
philosophy paper and the field work report.
Philosophy of Education Paper: Students will write a 2-4 page philosophy of

education. This will be a well developed narrative describing beliefs about the purpose
of education, how children learn, the teacher's role, and effective teaching strategies. A
scoring guide will be provided for this critical performance which will be entered into
the electronic portfolio. Opportunities to turn in rough drafts for suggestions (and points)
will be provided.
Field Journal and Report: The field work journal will record observations and
experiences; the critical performance will relate these observations to Kentucky's New
Teacher Standards and the KERA Goals and Academic Expectations. A scoring guide
is provided.
Teacher Admissions Orientation Meeting: In order to pass EDU 250, students must
attend a Teacher Admissions Orientation Meeting. Before the Orientation, students may
73
also complete the Speech and Hearing Screening, another prerequisite to student
teaching. Four sessions are usually scheduled, but attendance is only required at one.
Dates and times will be announced.
Evaluation and Grade Assignment

Text-based cognitive tests 20 percent
APA bibliography & Issues presentation 20 percent
New Teacher Standards Notebook 10 percent
Philosophy paper (critical performance) 20 percent
Field work journal & Report (critical performance) 20 percent
Daily work 10 percent
The grading scale for EDU 250 is as

follows:
A = 92-100 percent
B = 84-91 percent
C = 76-83 percent
D = 68-75 percent
F = 67 percent and below
Textbook, Supplemental Journals and Magazines:
Morrison, G. S. (2000). Teaching in America, Second Edition. Allyn and Bacon.
Educational Journals &

Magazines
American Educator Electronic Learning
The American Prospect Equity & Excellence in Education
American School Board
Instructor
Journal
International Journal of Educational
Brookings Review
Reform
Clearing House Kappa Delta Pi Record
Comparative Education
Kentucky Teacher
Review
Computers in Schools The NASSP Bulletin
Education Reports Phi Delta Kappan
Education Week Principal
Educational Forum Teacher Magazine
Educational Horizons Teaching the Exceptional Child
Educational Leadership Teaching K-8
74
Disability Accommodations Statement:

"Students with disabilities who require accommodations (academic adjustment and/or
auxiliary aids or services) for this course must contact the Office for Student Disability
Services, Room 445, Potter Hall. The OFSDS telephone number is 270.745.5004
V/TDD. Please DO NOT request accommodations directly from the professor or
instructor without a letter of accommodation from the Office for Student Disability
Services."
PSY 310 - EDUCATIONAL PSYCHOLOGY: DEVELOPMENT AND LEARNING

SYLLABUS (PROTOTYPE)
INSTRUCTOR (EXAMPLE):
Antony (Tony) D. Norman, Ph.D.
Office:
TPH
224
Office Phone: 745-6324 Office Hours: By appointment
E-mail: antony.norman@wku.edu CourseInfo Website: http://atech.wku.edu:8080
CLASS MEETING (EXAMPLE): 8:00-8:50AM MWF, TPH 246
COURSE DESCRIPTION: A required educational course for students seeking teacher

certification. Educational psychology is designed to give the student a thorough understanding
of the theories and principles of psychology as applied to teaching and learning. The student will
demonstrate knowledge, understanding, and application of theories and principles of
development, learning, memory, motivation, individual differences, instruction, classroom
management, and measurement and evaluation.
COURSE RATIONALE: This course is designed to give the student a thorough understanding
of the theories and principles of psychology as applied to teaching and learning.
75
PREREQUISITE: PSY 100
REQUIRED TEXTBOOK (EXAMPLE): Santrock, J. W. (2000). Educational Psychology.

Boston: McGraw-Hill.
COURSE OBJECTIVES: Students will:
1. Discuss the nature of effective teaching (Kentucky NTS V).

2. Explore scientific research methodology and its impact on teaching (Kentucky NTS V).
3. Distinguish among various forms of development and their impact on teaching and learning
(Kentucky NTS I, III).
4. Evaluate the influence of individual differences on teaching and learning (Kentucky NTS II,
III,).
5. Apply behavioral theories of learning to the classroom (Kentucky NTS III).
6. Apply cognitive theories of learning to the classroom (Kentucky NTS III).
7. Discuss key theories and ideas concerning human motivation (Kentucky NTS V).
8. Examine and discuss various techniques of classroom management (Kentucky NTS I, II, IV).
9. Debate the strengths and weaknesses of standardized testing (Kentucky NTS IV).
10. Discuss key issues related to classroom assessment (Kentucky NTS IV).
11. Complete and upload critical performances into their electronic portfolio (Kentucky NTS I,
III, IV, V, IX).
CRITICAL PERFORMANCES (3):

Critical Performance 1: Piaget - Understanding His Theory of Cognitive Development
Critical Performance 2: Learner Diversity - Analyzing Learning Environments for
Culturally Responsive Teaching
Critical Performance 3: Student Motivation - Evaluating Learning Environments from
Various Psychological Perspectives
COURSE DISPOSITIONS STATEMENT: Although this course covers numerous teacher

dispositions, those that are directly addressed by the critical performances are Standard
1( Subject Matter) Dispositions 1.22 and 1.23, Standard 2 (Student Learning) Dispositions
2.21and 2.22, Standard 3 (Diverse Learners) Dispositions 3.21, 3.22, 3.23, and 3.24, 3.25,
Standard 4 (Instructional Strategies) Dispositions 4.21 and 4.22, and Standard 5 (Learning
Environment) Dispositions 5.21, 5.22, and 5.24.
INSTRUCTIONAL METHODS AND ACTIVITIES (EXAMPLE): Lecture, discussion,

group activities, application exercises, textbook readings, observations, and critical performances
(electronic portfolio).
SPECIAL INSTRUCTIONAL MATERIALS (EXAMPLE): None.

76
COURSE TOPICS: Effective teaching, scientific research methodology, theories of Piaget,

Vygotsky, Kohlberg, Erikson, learner diversity, behaviorism, social learning, information-
processing, motivation theories, classroom management, standardized testing, and classroom
assessment.
KERA ELEMENTS ADDRESSED: Technology
GRADING/EVALUATION (EXAMPLE):
Assignment Percent of Grade
Exam 1 15%
Critical Performance 1 10%
Exam 2 15%
Exam 3 15%
Classroom Observations 10%
Quizzes 15%
Scale: A = 90-100 B = 80-89 C = 70-79 D = 60-69 F = 0-59
COURSE POLICIES (EXAMPLE, BUT MUST DELINEATE 3, 4, & 5):

1. Missed quizzes and exams: Missed quizzes cannot be made up. One quiz will be
dropped from your average. If you miss a quiz, it will be the one that is dropped.
Exams missed without prior consent will be marked down 5 points per class.
Generally, exams that cannot be taken at the scheduled time should be taken earlier.
2. Critical performances: Hard copies of the critical performances must be turned in by the
due dates listed on the class schedule. Late performances will be marked down. CPs
must be uploaded electronically before the end of the semester. If they are not, you will
receive an Incomplete as your course grade until they are successfully uploaded.
3. Attendance: Attendance at all classes is expected. Excessive absences (more than three)
will affect your final grade.
4. Plagiarism and cheating: Cheating and plagiarism will result in an automatic "F" for the
entire course.
5. Disability accommodations: Students with disabilities who require accommodations
(academic adjustment and/or auxiliary aids or services) for this course must contact the
Office for Students Disability Services (OFSDS), Room 445, Potter Hall. The OFSDS
telephone number is (270) 745-5004 V/TDD. Please DO NOT request
accommodations directly from me without a letter of accommodation from the OFSDS.
Note: Criminal check, TB test, and a health screening are required prior to any work in the
schools. Additional information is available in TPH 408.
BIBLIOGRAPHY/REFERENCES/WEBSITES (EXAMPLE): None

77
ADDITIONAL COURSE INFORMATION (EXAMPLE)
COURSE REQUIREMENTS AND ASSIGNMENTS:

Quizzes: At the times listed on the class schedule, quizzes will be given over the assigned
readings.
Application exercises: During the semester, several application exercises will be
completed during class. These will help you in preparing for the exams.
Critical Performances: You will complete 3 critical performances that indicate your
learning of key principles in this class. These performances will be serve as part of your
grade for the course and will also become part of your electronic portfolio. You should
upload these at <http://edtech.tph.wku.edu/~eps/> by the due date on the class schedule.
Please note that although I will give you corrective feedback on how to improve your
performance for your electronic portfolio, the first grade you receive will be the one
recorded for this course. See the Critical Performance Guidelines for additional
information on these assignments.
Examinations: There will be three exams in the course, each consisting of 40-50 multiple
choice items. Although some questions may involve recognition of material, many
questions will involve comparing, contrasting, and applying various concepts.
CRITICAL PERFORMANCES GUIDELINES:

1. You may download the three critical performances for this course at
<http://edtech.cebs.wku.edu/~anorman/> under Courses Taught or on the CourseInfo
site at <http://atech.wku.edu:8080>. You are to complete all three of these for your
electronic portfolio.
2. You must type your response to each critical performance in either Microsoft Word or
WordPerfect (Note: Microsoft Works will NOT work.) and then save your CP on a diskette
by a name that has no periods, spaces, or other unusual characters in it (e.g., smithcp1.doc -
Note: the word processor puts an extension on for you, i.e., .doc or .wpd).
3. Turn in a hard copy of your CP by the due dates listed. I will read your CP and give your
response a rating (1-4) based on the rubric attached to each CP, and a course grade based on
20 points. I may also make comments on your paper and return it to you for improvement.
4. You should make these improvements and then upload your CP to the electronic
portfolio website. I will not actually electronically register your portfolio rating until you
upload your CP.
5. NOTE: If you have never registered on the Electronic Portfolio website, you must do so
before you can upload any critical performances. To do so, go to
<http://edtech.tph.wku.edu/~eps/>. You will see on the left hand side “Instructions for
Students.” Read and follow these instructions before trying to upload.
6. A few pitfalls or quirks you will want to be aware of: a) When you register on the system, it
will ask you to create a password. BE SURE NOT TO FORGET IT LATER or you wont
be able to get on the system. b) When you register, you will be asked to provide an e-mail
address. Please fill this in with an accurate address that you check consistently. I will use
this address to inform you that you have successfully uploaded your CP. c) Your username
78
in this system is your SOCIAL SECURITY NUMBER with no dashes. d) Uploading

problems: Many students upload their CP, but when I click on it, I can’t read it. What’s
wrong? Either point 2 above or students are incorrectly uploading their CP. For example,
Joe Smith uploads his document as smithcp1.doc, but the document is on a diskette in the
A: drive. Solution: Joe has to submit the document as A:\smithcp1.doc. Using the browse
and open features on the upload screen usually prevents this problem.
CLASS SCHEDULE (EXAMPLE)
Class 1 Syllabus, Santrock 1

2 QUIZ 1 (C1), AE 1
3 Santrock 2
4 QUIZ 2 (C2), AE 2
5 AE 3
6 Santrock 3, QUIZ 3 (C3), AE 4
7 AE 5
8 EXAM 1
Santrock 7, QUIZ 4 (C7)
9
10 PIAGET CP DUE, AE 6
11 AE 7
12 Santrock 8, QUIZ 5 (C8)
13
14 AE 8
15 DIVERSITY CP DUE
16 Santrock 11, AE 9
17 QUIZ 6 (C11), AE 10 IN CLASS
18 EXAM 2
20 MOTIVATION CP DUE, AE 11
22 AE 12
23 Santrock 14, QUIZ 9 (C14), AE 13
24 EXAM 3
ALL DATES AND ASSIGNMENTS ARE SUBJECT TO CHANGE.
79
Course Title: Introduction to Exceptional Child Education: Diversity in Learning

80
Course Prefix and Number: EXED 330
Course Discipline: Exceptional Education, Learning and Behavior Disorders P-12
Instructor’s Name: Dr. Janice Ferguson
Spring, 2002
Instructor’s Office Number: Tate Page Hall 362
Instructor’s Telephone Number (270) 745-6123
Instructor’s Email address: janice.ferguson@wku.edu
Instructor’s Office Hours: As posted/by appointment
Course Description:
A survey of the characteristics of exceptionality: overview of special
education programs, schools, community resources and research relative to
exceptionality. Field experiences in public schools and/or other appropriate settings
away from campus are required in this course. Students are responsible for arranging
their own transportation to designated or assigned sites. (fall, spring)
Course Rationale:
Students majoring in a variety of programs in Teacher Education need information
regarding the diversity of learning needs within the classroom and community. This
course presents an overview of the diversity of exceptionality including multicultural and
giftedness.
Prerequisites: EDU 250 or MGE 275; PSY 310
Texts:
Heward, W. L. (2000). Exceptional Children, An Introduction to Special Education (6th
ed.). New Jersey: Merrill.
http://cw.prenhall.com/bookbind/pubbooks/heward/
Course Objectives and Outcomes:

The goal of this course is to present information on the diverse
needs of the population described as “exceptional.” The course objectives are divided
according to Kentucky’s New Teacher Standards for Preparation and Certification.
The course objectives and suggested methods/activities/assessment to meet these

objectives are listed below.
81
Standard I: Designs/Plans Instruction (Paper/Quizzes)
The teacher's plan:

*includes objectives that describe student learning that is congruent with the Program
of Studies for Kentucky Schools and Kentucky's Core Content for Assessment.
*addresses the achievement levels and the cultural attributes of all students in the
class.
*integrates media and technology into instruction
Standard II: Creates and Maintains a Learning Climate for Students(Paper/Quizzes)

The teacher:
*supports student diversity and addresses individual needs
*uses positive classroom management techniques that foster self-control and self-
discipline to create and sustain a climate that motivates students to learn.
Standard III: Implements and Manages Instruction (Exams/Quizzes

Class Participation)
The teacher:
*uses appropriate strategies to engage students in learning content that is aligned with
the Kentucky Program of Studies and the Core Content for Assessment
*implements instruction that addresses the abilities and the cultural attributes of all
students in class.
*integrates media and technology into instruction.
Standard IV: Assesses and Communicates Learning Results (Exams)

The teacher:
*aligns assessment with the Kentucky Program of Studies and the Core Content for
Assessment
Standard VII: Evaluates His/Her Teaching Performance and Implements a Professional

Development Plan (Portfolio Entry)
The teacher;
*assesses his/her professional performance level.
Standard IX: Demonstrates Implementation of Technology

The teacher:
*addresses special learning needs through technology
82
Course Disposition Statement (Interstate New Teacher Assessment and Support Consortium
(INTASC) Standards):
Standard 1, Subject Matter

1.22 The teacher appreciates multiple perspectives and conveys to learners how
knowledge is developed from the vantage point of the knower.
Standard 3, Diverse Learners

3.21 The teacher believes that all children can learn at high levels and persists in
helping all children achieve success.
3.24 The teacher is sensitive to community and cultural norms.
3.25 The teacher makes students feel valued for the potential as people, and helps
them learn to value each other.
Standard 9, Reflection and Professional Development

9.24 The teacher is committed to seeking out, developing, and continually refining
practices that address the individual needs of students
9.25 The teacher recognizes her/his professional responsibility for engaging in and
supporting appropriate professional practices for self and colleagues.
Standard 10, Collaboration, Ethics, and Relationships

10.21 The teacher values and appreciates the importance of all aspects of a child's
experience.
10.22 The teacher is concerned about all aspects of child's well-being (cognitive,
emotional, social, and physical), and is alert to signs of difficulties.
10.23 The teacher respects the privacy of students and confidentiality of information.
10.24 The teacher is willing to consult with other adults regarding the education and
well-being of her/his students.
10.25 The teacher is willing to work with other professionals to improve the overall
learning environment for students.
Instructional Methods and Activities:

Media Presentations, Field Studies/Experiences, Performance Tasks/Projects
Special Instructional Materials: My Blackboard/Course Info
Course Topics:
Adaptive behavior: Its meaning
Alternative and Augmentative Communication
Attention Deficit Hyperactivity Disorder
Autism
Auditory Impairments
Cerebral Palsy
Communication Disorders
83
Consultative-collaborative Model
Cooperative Learning/Peer Tutoring
Cultural Diversity
Curriculum-based Instruction
Early Intervention
Educating individuals with severe disabilities
Educational Technology
Effects of labeling
Effects of the disability upon the family
Elders with disabilities
Emotional Disability
Facilitative Communication
Gifted and Talented
Inclusion
Learning Disabilities
Learning strategies
Learning styles
Least Restrictive Environment
Legal basis for special education
Mainstreaming
Mental Retardation
Multiple and Severe Disabilities
Myths concerning disabilities
Offenders (incarcerated or adjudicated) with disabilities
Physical Disabilities
Psychocultural variables
Residential alternatives
Social-political factors and the education of individuals with disabilities
Technology
Transition
Visual Disabilities
KERA Elements Addressed:
Assessment (e.g., Portfolio/Alternate Portfolios)

Diversity
Inclusion
Technology
Family Resource/Youth Services Centers
Collaboration
Program of Studies (Access to the General Curriculum)
Grading/Evaluation:
84
Book/Movie Critique: Each student will prepare a one-to-two page critique for each of
two books selected from the reading list presented in class or approved by the
instructor. As an alternative a review of a movie relating to class content may be
substituted for one of the book critiques. 20 points (2x10)
Paper: Each student is to select a discrete topic relating to class content, in which
he/she is interested. Upon instructor approval, a term paper approximately six (6) pages
in length, but no more than 10 pages, will be prepared utilizing the APA format. The
paper is due the twelfth week of class. (50 points)
All assignments will be typed/word processed. Students are encouraged to submit them
electronically as an email attachment.
Quizzes: There will be three (3) announced quizzes covering key areas from class
lecture, handouts and the text. 45 points
(3x15)
Exams: There will be three (3) examinations given during the duration of this course at
approximate intervals of five weeks. 150 points (3x50)
There will be no make-up examinations except in the case of an excused absence.
Options: Each student will have the option of participating in a disability simulation. For
instance, the student may elect to be visually disabled in which case s/he will wear a
blindfold or eye patches from 8:00 a.m. until 8:00 p.m. S/he is to be accompanied at all
times by a companion. Willingness to participate in this option must be indicated by the
fifth week of class.
For credit for the simulation, a one- to two-page summary of the experience shall be
submitted no later than three (3) weeks prior to the last examination (10 points).
Each student will also have the option of actively participating in a special education
setting for 10 hours during which time s/he will observe and interact within that setting.
Participation in the Student CEC Job Fair (Fall Semester) or Quiz Bowl (Spring
Semester) will count for 5 of the required 10 hours. A one to two-page typed summary
of this experience will be submitted three weeks prior to the last examination.
Willingness to participate in this option must be indicated by the third week of class.
EXC majors and students working on emergency or probationary certification are
required to participate in this “option.” (10 points)
The final grade in the course will be based on the following criteria:
Term Paper 50 points
Book/Movie Reviews 20 points
Quizzes 3 @ 15 = 45 points
85
Exams 3 @ 50 = 150 points

__________
Total 265 points
Option I 10 points
Option II 10 points
A = 248+ points
B = 222-247 points
C = 197-221 points
D = 170-196 points
F = fewer than 170 points
Bonus Points may be earned in the following ways:
Attendance at two Student CEC meetings + 3/4 page double-spaced reflective report of
the experience/s) (2.5 points/meeting or 5 points total)
Attendance at EXED Symposiums/Congressional Cup + one page double spaced

reflective report of the experience (5 points per symposium)
Course Schedule (Tentative) and Policies: These chapters are distributed across the 16
week semester course.
Topic: Text(T)Chapters
Basic Concepts of Special T: 1, 2,

Education
Diversity T: 3
Quiz I
Family Dynamics T: 4
Early Intervention T: 5
Examination I
Mental Retardation T: 6
Physical and Health Impairments T: 12
Severe Disabilities T: 13
Quiz II
Learning Disabilities T: 7
Communication Disorders T: 9
Examination II
86
Emotional/Behavior Disorders T: 8
Gifted and Talented Students T: 14
Quiz III
Deaf and Hard of Hearing T: 10

Visual Disabilities T: 11
Transitions T: 15
Examination III
A 3/4 to 1 page double-spaced reflection of each bonus point activity is required for
documentation and awarding of bonus points. This document is due within two class
meetings following the activity.
The book review and movie review are due either Monday or Wednesday during the
week Spring Break. The paper is due the second week of April.
The critical performance indicator, the Philosophy of Education is due the day of the
Final Examination. It is a one-page reflective essay discussing how the philosophy
developed in EDU 250/MGE 275 has changed/not changed as a result of the
information learned in this course. Although this course requirement does not carry a
grade, because it is a critical performance indicator for EXED 330, the final grade for the
course will not be released until the philosophy has achieved the "acceptable" rating.
Plagiarism Policy:
To represent ideas or interpretations taken from another source as one's own is
plagiarism Plagiarism is a serious offense. The academic work of students must be their
own. Students must give the author(s) credit for any source material used. To lift
content directly from a source without giving credit is a flagrant act. To present a
borrowed passage after having changed a few words, even if the source is cited, is also
plagiarism. (Source: WKU Faculty Handbook, 16th ed., p. 59)
Attendance Policy:
Each student is expected to attend class regularly, read all assigned materials and to
contribute to class discussions. If a student misses a class, it is his/her responsibility to
find out what was missed and turn in any assignment due on that date. It is strongly
suggested that the student notify the instructor in advance of a possible absence.
EXED majors and students working for emergency or probationary certification in

Learning and Behavior Disorders (LBD) who do not meet the stated attendance
requirements will be required to meet with the Exceptional Child Education faculty. This
meeting may occur at any time during the semester.

87
Students with disabilities who require accommodations (academic adjustments and/or

auxiliary aids or services) for this course must contact the Office for Student Disability
Services, Room 445, Potter Hall. The OFSDS telephone number is (270) 745-5004
V/TDD.
Please DO NOT request accommodations directly from the professor or instructor

without a letter of accommodation from the Office for Student Disability Services.
Criminal check, TB test and a health screening is required prior to any work in the schools.
Additional information is available in Tate Page Hall 408.
Bibliography/References/Websites:
Axline, Virginia Dibs: In Search of Self

Bettelheim, Bruno Love is not Enough
Blatt, Burton and Kaplan, Fred Christmas in Purgatory
Blatt, Burton Revolt of the Idiots
Brown, Christy Down All The Days
Brown, Claude Manchild in the Promised Land
Buck, Pearl S. The Child Who Never Grew
Caudhill, Harry Night Comes to the Cumberland
Cleaver, Eldridge Soul on Ice
Craig, Eleanor One, Two, Three
Craig, Eleanor P.S. You’re Not Listening
Deford, Frank Alex: The Life of a Child
Fader, Daniel The Naked Children
Fontana, Vincent J. Somewhere A Child is Crying
Gibson, William The Miracle Worker
Glazer, Nathan & Maynihan, Daniel Beyond the Melting Pot
Goffman, Erving Asylums
Green, Hannah I Never Promised You a Rose Garden
Greenfield, Josh A Child Called Noah
Greenfield, Josh A Place for Noah
Grior, William & Cobbs, Price Black Rage
Hayden, Tory L. One Child
Herndon, James How to Survive in Your Native Land Herndon, James The Way It
Sp'osed To Be
Hunt, Nigel The World of Nigel Hunt
Hurwitz, Howard Donald, The Man Who Became a Boy
Itard, Jean-Marc-Gasparel The Wild Boy of Aveyron
Kaufman, Barry Neil Son-Rise
Kaufman, Barry Neil Son-Rise: The Miracle Continues
Kesey, Ken One Flew Over the Cuckoo's Nest
Keyes, Daniel Flowers for Algernon
Killilea, Marie Karen
Killilea, Marie With Love From Karen
Kohl, Herbert 36 Children
88
Krents, Harold To Race the Wind

Kushner, Harold S. When Bad Things Happen To Good People
MacCracken, Mary City Kid
MacCracken, Mary A Circle of Children
Murray, Dorothy G. Garst This Is Steve's Story
Neill, A.S. Summerhill
Patterson, Katheryn No Time for Tears
Plath, Sylvia The Bell Jar
Rothman, Ester The Angel Inside Went Sour
Rubin, Theodore Jordi, Lisa, and David
Schiff, Jacqui Lee All My Children
Sullivan, Tom and Gill, Derek If You Could See What I Hear
Szasa, Thomas S. (Ed.) The Age of Madness
West, Paul Words For A Deaf Daughter
Wexler, Susan The Story of Sandy
White, Robin Be Not Afraid
Wilson, Louise This Stranger My Son
Wright, Richard Black Boy
Seminar in Agricultural Education

AGRI 398
DEPARTMENT OF AGRICULTURE
Instructor: Dr. David M. Coffey Phone: Office - 745-5962

237 Environmental Science Home - 781-2426
and Technology Bldg. E-mail: david.coffey@wku.edu
Class Times: Tuesday 5:00 - 7:45, Fall, 2001
Office Hours: Mand W from 9:00 to 3:00 or by appointment.
Course Description: Current issues in the field of agricultural research are reviewed by the student.
Discussion. One hour. May be repeated for a maximum of two hours. A general
and specific track are required.
89
Course Rationale: The course is an intermediate course for students majoring in agricultural education.
Major emphasis is on the specific requirements of KERA as related to New Teacher Standards and
curricular alignment.
Prerequisite(s): Ag Ed 250.
Pre- or Co-requisite(s): None
Texts: None
Course Objectives and Assessment:


tasks. (II.D.)

.


effectively. (V.B.)


courses.

90


business education.
Critical Student Performances:

Completed lesson plan with assessment according to KERA standards.
Course Disposition Statements:

The teacher appreciates multiple perspectives and conveys to learners how knowledge is
developed.
The teacher respects students as individuals with differing personal and family backgrounds and
various skills, talents, and interests.
The teacher values the development of students’ critical thinking, independent problem solving,
and performance capabilities.
The teacher values flexibility and reciprocity in the teaching process as necessary for adapting
instruction to student responses, ideas and needs.
The teacher is a thoughtful and responsive listener.
The teacher values ongoing assessment as essential to the instructional process and recognizes
many different assessment strategies.

Technology incorporation is an essential part of the course. Students should be comfortable
with Power Point, word processing, downloading, and accessing the Web. Group projects will
constitute much of the class. Written assignments will be due every week.
Special Instructional Materials: Access to Web. Fast printer.
Course Topics:
Educational Reform and Restructuring, Curriculum Alignment, Assessment
KERA Elements/Contexts Addressed:
1. Curriculum (outcomes based)

- Goals and academic expectations
- Performance tasks
- Integrated curriculum
2. Performance assessment (CATS)
3. Expanded use of technology (KETS)
Specific competencies to be accomplished include:
- Designs curriculum for the program consistent with program needs.

91
- Demonstrates an understanding of the educational reform standards outlined in KERA and utilizes the
academic expectations in teaching programs.
- Integrates academics into the teaching program and teaches across the curriculum and to various
learning styles.
- Demonstrates strategies for selecting career path options.
- Describes the role of the teacher and student in the learning process.
- Develops student performance tasks according to appropriate academic expectations.
- Applies appropriate principles of teaching and learning, including creative learning, to integrate
academic principles into "real life" experiences.
- Uses equipment and teaching aids, such as electronic technology, bulletin boards, videos,
transparencies, handout materials, slide tapes, movies, computers, etc. effectively.
- Teaches students on a group and on an individualized basis and in the development of interpersonal
skills.
- Includes the student organization as an integral part of the vocational instructional program.
- Describes how the local school system and the programs of vocational education are financed.
The teacher designs/plans instruction and learning climates that develop students' abilities
to use communication skills, apply core concepts, become self-sufficient individuals,
become responsible team members, think and solve problems, and integrate knowledge.
The teacher introduces/implements/manages instruction that develops students' abilities

The teacher assesses learning and communicates results to students and others with
respect to students' abilities to use communication skills, apply core concepts, become
self-sufficient individuals, become responsible team members, think and solve problems,
and integrate knowledge.
92
The teacher reflects on and evaluates specific teaching/learning situations and/or

programs.
The teacher evaluates his/her overall performance with respect to modeling and
teaching Kentucky's Learning Goals and implements a professional development
program that enhances his/her own performance.
Grading/Evaluation:
Points earned will be accumulated throughout the course, and the following percentage grading plan will
be applied at the end of the course:
A = 92-100
B = 84-91
C = 76-83
D = 75-68
F = 67 and below
Course Schedule and Policies:

NOTE ATTENDANCE POLICY.
August 22 Class Expectations
Ed Terms
29 Curriculum Materials
The Kentucky Program of Studies in Agricultural Education
September 5 Relationship of Core Content to Academic Expectations
12 Exercise on Relationship of Core Content to Academic Expectations
19 Goals and Objectives
26 Writing Behavioral Objectives
October3 Exercise on Writing Behavioral Objectives
10 Instructional Strategies
17 Learning and Teaching Styles
24 Readability
31 Lesson Plans “Kentucky Style” and KTIP
November 7 Interpreting Assessment Scores of Local Schools
14 Writing A Lesson Plan
21 Writing A Lesson Plan

93
28 Summative and Formative Assessment
December 5 Evaluation
Plagiarism Policy:
Plagiarism is defined as: “To represent ideas or interpretations taken from another
source as one’s own.” Plagiarism is not tolerated.
Attendance Policy:
Attendance is mandatory unless a plausible excuse is offered. However all missed
work will be required to be completed. Failure to attend class will result in
negative grades as a result of the grading policy as well as negative
recommendations for future employment. Any excuses must be cleared with the
instructor PRIOR to class.

Students with disabilities who require accommodations for this course must contact the
Office of Student Disability Services, Room 445, Potter hall. The OFSDS telephone
number is (270) 745 5004. Please DO NOT request accommodations directly form the
professor or instructor without a letter of accommodation form the Office of Student
Disability Services.
Criminal check, TB test and health screening are required prior to any work in schools. Additional
information is available in Tate Page Hall, Room 408.
Assessment Plan
Weekly Assignments (5 @ 20) 100
Lesson Plans Critique 20
Final Lesson Plan 50
Instructor Assigned Points 50

(to be used at instructor's discretion) based primarily on attendance
and participation
Total 220
**Must demonstrate an acceptable level of competence, grade of "C" or higher, to pass the course.
Field Experiences: Field experiences in public schools and/or other appropriate settings away from
campus are required in this course. In order to receive a passing grade in this course, all required field
experiences must be satisfactorily completed. Students are responsible for arranging their own
References:
94
Websites:
Agripedia-- www.ca.uky.edu/agripedia/
Curriculum Integration re Thoroughbreds—www.thoroughbredcentral.com
Dennis Avery Articles www.cgfi.org/
Desert Roses - Women in AGED ag.arizona.edu/desert_roses/
Globe Science Based Teaching Resources-- www.globe.gov/sda-bin/wt?ghp/tg+L(en)
Jeopardy Template http://www.aged.tamu.edu/stb/jeopardy.ppt
Kentucky Department of Education--www.kde.state.ky.us
Lesson Plans from AGED Network--www.agednet.com
Lesson Plans from Georgia Curriculum TEA-AGSC (workshops, etc.)-- aged.ces.uga.edu/curriculum.htm
Lesson Plans in PowerPoint-- www.foukeffa.org/lesson%20plans.htm
National Association of Agricultural Educators //www.naae.org/
National FFA Organization--www.ffa.org
Rubric construction—www.teach-nology.com
Tools for Effective Leaders--www2.msstate.edu/~bma1/toolbox.html
United States Department of Agriculture--www.usda.gov
95
Lesson Plan with Assessment
Plan a lesson for the introductory lesson on a unit on agriculture issues for one 90 minute block period
utilizing a variety of teaching techniques for a class with a majority of
Auditory Language, Kinesthetic-Tactile and Social-Group learning styles. A computer lab is available for the 24
freshmen. A culminating group project is suggested. Only formative assessment of ten items is needed.
A rubric will be developed at a later time.
Materials Needed: Access to www.kde.state.ky.us, word processor.

96
SCORING GUIDE
CRITERIA Distinguished Proficient Apprentice Novice
Goals and Two Goals and four Two Goals and four Two Goals and four Two Goals and four
Objectives: behavioral objectives behavioral objectives behavioral objectives behavioral objectives
accurately written accurately written accurately written accurately written
Connections: Four Academic Four Academic Three Academic Three Academic

(Narrative form.) Expectations in three Expectations with Expectations in two Expectations with
areas with accompanying Core areas with accompanying Core
accompanying Core Content addressed accompanying Core Content addressed.
Content addressed with proper Program Content addressed
in narrative form with of Studies title. in narrative form or
proper Program of all components
Studies title. listed.
Context: Focus of Logical need for Need for lesson and Need for lesson and Need for lesson and
lesson. lesson and sequence of lesson sequence of lesson sequence of lesson
sequence of lesson established. vaguely established. not established.
established.
Materials: Teacher All materials Some materials Few materials Some materials are
needs to bring what including technology including technology including technology listed.
to class? are listed. are listed. are listed.
Introduction: All components All components All components Some components

What are you doing? logically addressed. addressed attempted. attempted.
Why is it important?
How does it relate to
this school
community?
How does it connect
to real life?
How will the student
be assessed?
What manipulatives
(visual, video, group,
demonstration,
poster, etc.)?
What media and
technologies will be
used?
Procedures: Six teaching Four or five teaching Four or five teaching Three or fewer
Strategies strategies including a strategies including a strategies excluding teaching strategies
Content technology technology a technology with accompanying
component with component with component with content are listed.
accompanying accompanying accompanying
content are listed. content are listed. content are listed.
Review and Review and Review or reflection Review or reflection Review and reflection
reflection reflection are are addressed. are attempted. are not attempted.
addressed.
Learning Styles All learning styles Two learning styles One learning style Learning styles are
are addressed are addressed are addressed not addressed
appropriately. appropriately. appropriately. appropriately.
Formative Ten objective Ten objective Ten objective Ten objective
97
Assessment (multiple choice, TF, (multiple choice, TF, (multiple choice, TF, (multiple choice, TF,
blanks) items are blanks) items are blanks) items are blanks) items are
developed to relate developed to relate developed to relate developed to relate
to objectives of the to objectives of the to objectives of the to objectives of the
lesson. lesson. lesson. lesson.
Multiple choice are in Multiple choice are in Multiple choice are in Multiple choice are in
alpha/numeric order alpha/numeric order alpha/numeric order alpha/numeric order
with no “all/none of with no more than with no four to six with seven or more
the above” two “all/none of the “all/none of the “all/none of the
above” above” above.”
Technology Word processed. Word processed with Word processed but Word processed with
minor problems. poorly formatted. many formatting
problems
Grammar, Spelling, No errors One to three errors. Four to 6 errors. Seven or more
Sentence Structure errors.
98
Methods of Teaching Agricultural Education

AGED 470
DEPARTMENT OF AGRICULTURE
Instructor: Dr. David M. Coffey Phone: Office - 745-5962

and Technology Bldg. E-mail: david.coffey@wku.edu
Class Times: Tuesday 5:00 - 7:45, Fall, 2001
Office Hours: M and W from 9:00 to 3:00 or by appointment.
Course Description: Experiences related to the teaching of agricultural education, further preparing
the prospective teacher in supervised agricultural experience programs, FFA
organization activities, classroom management, and general teaching techniques.
Departments are occasionally visited.
Course Rationale: The course is a terminal course for students majoring in agricultural education.
Major emphasis is on the relationship of SAE and FFA to the total curriculum. Specific requirements of
KERA as related to New Teacher Standards and curricular alignment are needed to ensure that the WKU
graduate is the best prepared tag-ed teacher candidate in the state.
Prerequisite(s): Ag Ed/EDU 250, Ag Ed 398,EXC 330, Sec Ed 489, Psy 310
Pre- or Co-requisite(s): Sec Ed 471
Texts: FFA Advisor's Handbook

Local Planning for Success
Course Objectives and Assessment:


tasks. (II.D.)

4. Manages student behavior and applies Cognitive test

appropriate strategies for
99



effectively. (V.B.)

8. Prepares cognitive and performance Cognitive and performance measures

differences and are congruent with Authentic assessment strategies


courses.



business education.
100
14. Explains the philosophy, purpose, Professional log

history, and advisor role of FFA. Cognitive test
15. Explains the philosophy, purpose, Written reports

and expectations of SAE.
Critical Student Performances:

Completed lesson plan with assessment according to KERA standards.
Completed defense of need for agricultural education.
Completed FFA Proficiency and American FFA Degree forms.
Course Disposition Statements:

The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed. The
teacher is disposed to use students’ strengths as a basis for growth, and their errors as an opportunity for
learning.
The teacher values the development of students’ critical thinking, independent problem solving, and
performance capabilities.
The teacher is a thoughtful and responsive listener.
The teacher values ongoing assessment as essential to the instructional process and recognizes many
different assessment strategies.
The teacher is willing to work with other professionals to improve learning for all students.

Technology incorporation is an essential part of the course. Students should be comfortable
with Power Point, word processing, downloading, and accessing the Web. Group projects will
constitute much of the class. Written assignments will be due every week.
Special Instructional Materials: Access to Web. Fast printer.
Course Topics:
Educational Reform and Restructuring, Curriculum Alignment, Assessment, FFA,
SAE, Community Relations

- Performance tasks
2. Performance assessment (CATS)
- Develops program goals/objectives.

101
- Develops annual and long-range program plans as part of the overall school plan including a budget
consistent with goals/objectives.
- Designs curriculum for the program consistent with program needs.
- Demonstrates an understanding of the educational reform standards outlined in KERA and utilizes the
academic expectations in teaching programs.
- Integrates academics into the teaching program and teaches across the curriculum and to various
learning styles.
- Demonstrates strategies for selecting career path options.
- Describes the role of the teacher and student in the learning process.
- Develops student performance tasks according to appropriate academic expectations.
- Promotes students' self-awareness and self-responsibility and the development of a positive self-
concept and physical wellness.
- Uses problem solving (decision making process) as a teaching method including: introducing a
competency, analyzing the competency, collecting data/researching the competency, developing
tentative conclusions, developing final conclusion(s), applying and evaluating the competency.
- Utilizes teaching material including competency based vocational education (CBVE) modules
appropriately.
- Teaches students on a group and on an individualized basis and in the development of interpersonal
skills.
- Develops an assessment and grading system.
- Develops and uses lesson plans incorporating appropriate valued outcomes in the overall strategy.
- Provides for student safety and well being.
- Develops, maintains, and evaluates student portfolios.
- Determine strategies for leadership development.
- Includes the student organization as an integral part of the vocational instructional program.
- Guides students to develop a student organization program of activities including selecting, planning,
implementing, and evaluating.
102
- Utilizes student organization committees.
- Guides students to elect and train organization officers.
- Guides members to hold organization meetings.
- Improves student performance through awards and recognition programs in student organization
activities.
- Guides students to finance the organization's program of activities.
- Determines strategies to promote cooperative placement of students for teaching/learning.
- Describes how the local school system and the programs of vocational education are financed.
The teacher designs/plans instruction and learning climates that develop students' abilities

The teacher creates learning climates that support the development of students' abilities to
use communication skills, apply core concepts, become self-sufficient individuals,

programs.

103
Kentucky's Learning Goals and implements a professional development program that
enhances his/her own performance.
The teacher collaborates with colleagues, parents, and other agencies to design,
implement, and support learning programs that develop students' abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
Grading/Evaluation:
Points earned will be accumulated throughout the course, and the following percentage grading plan will
be applied at the end of the course:
A = 92-100
B = 84-91
C = 76-83
D = 75-68
F = 67 and below

NOTE ATTENDANCE POLICY.
August 22 Class Expectations
Ed Terms
29 Curriculum Materials
Questioning Strategies
Lesson Plan Critiques Due
September 5 Writing Portfolio Life Experiences Entry Due

Pedagogy
Lesson Presentation and Questioning Strategies Review
12 Restructuring, Reform and Assessment

KTIP Revisited
19 Assessments Due
FFA
26 FFA Videos/Website Visitation

FFA Forms
FFA Philosophy Paper Due
October3 Parliamentary Procedure

104
10 Parliamentary Procedure
17 FFA Issues
24 National FFA Convention
31 Curriculum Integration
November 7 Roles of the Ag-Ed Instructor
14 SAE
21 SAE
28 Curriculum Planning
December 5 Evaluation
Plagiarism Policy:
Plagiarism is defined as: “To represent ideas or interpretations taken from another
source as one’s own.” Plagiarism is not tolerated.
Attendance Policy:
Attendance is mandatory unless a plausible excuse is offered. However all missed
work will be required to be completed. Failure to attend class will result in
negative grades as a result of the grading policy as well as negative
recommendations for future employment. Any excuses must be cleared with the instructor
PRIOR to class.

Students with disabilities who require accommodations for this course must contact the
Office of Student Disability Services, Room 445, Potter Hall. The OFSDS telephone
number is (270) 745 5004. Please DO NOT request accommodations directly form the
professor or instructor without a letter of accommodation form the Office of Student
Disability Services.
Criminal check, TB test and health screening are required prior to any work in schools. Additional
information is available in Tate Page Hall, Room 408.
Assessment Plan
Exam - Comprehensive final exam 100
Assessments 20
Professional Log 50
including outside readings, critiques,
and Internet assignments
105
Questioning Strategies/Presentations 25
FFA Website Assignment 25
FFA/Program of Studies Collaboration 50
Lesson Plans Critique 20
FFA Philosophy 30
Bulletin Board (committee project) 20
Instructor Assigned Points 25

(to be used at instructor's discretion) based primarily on attendance
and participation
Need for AgEd Interview Paper 20
Total 440
**Must demonstrate an acceptable level of competence, grade of "C" or higher, to pass the course.
campus are required in this course. In order to receive a passing grade in this course, all required field
experiences must be satisfactorily completed. Students are responsible for arranging their own
References:
Understanding Agriculture: New Directions for Education. Committee on Agricultural Education in
Secondary Schools, National Research Council
Agricultural Education Magazine
Between Issues
Websites:
Agripedia-- www.ca.uky.edu/agripedia/
Curriculum Integration re Thoroughbreds—www.thoroughbredcentral.com
Dennis Avery Articles www.cgfi.org/
Desert Roses - Women in AGED ag.arizona.edu/desert_roses/
Globe Science Based Teaching Resources-- www.globe.gov/sda-bin/wt?ghp/tg+L(en)
Jeopardy Template http://www.aged.tamu.edu/stb/jeopardy.ppt
Kentucky Department of Education--www.kde.state.ky.us
Lesson Plans from AGED Network--www.agednet.com
Lesson Plans from Georgia Curriculum TEA-AGSC (workshops, etc.)-- aged.ces.uga.edu/curriculum.htm
Lesson Plans in PowerPoint-- www.foukeffa.org/lesson%20plans.htm
National Association of Agricultural Educators //www.naae.org/
National FFA Organization--www.ffa.org
Rubric construction—www.teach-nology.com
Tools for Effective Leaders--www2.msstate.edu/~bma1/toolbox.html
106
United States Department of Agriculture--www.usda.gov

107
Lesson Plan with Assessment
Plan a lesson with a summative (with rubric) assessments for the introductory lesson on a unit on nurtition
for one 90 minute block period utilizing a variety of teaching techniques for various learning styles. A
food pyramid poster and just 8 McDonald’s Nurtition charts are available for the 24 freshmen.
Materials Needed: Access to www.kde.state.ky.us, word processor.

108
SCORING GUIDE
Goals and Two Goals and four Two Goals and four Two Goals and four Two Goals and four
Objectives: behavioral objectives behavioral objectives behavioral objectives behavioral objectives
accurately written accurately written accurately written accurately written
Connections: Four Academic Four Academic Three Academic Three Academic

(Narrative form.) Expectations in three Expectations with Expectations in two Expectations with
areas with accompanying Core areas with accompanying Core
accompanying Core Content addressed. accompanying Core Content addressed.
Content addressed. Content addressed.
Context: Focus of Logical need for Need for lesson and Need for lesson and Need for lesson and
lesson. lesson and sequence of lesson sequence of lesson sequence of lesson
sequence of lesson established. vaguely established. not established.
established.
Materials: Teacher All materials Some materials Few materials Some materials are
needs to bring what including technology including technology including technology listed.
to class? are listed. are listed. are listed.
Introduction: All components All components All components Some components

What are you doing? logically addressed. addressed attempted. attempted.
Why is it important?
How does it relate to
this school
community?
How does it connect
to real life?
How will the student
be assessed?
What manipulatives
(visual, video, group,
demonstration,
poster, etc.)?
What media and
technologies will be
used?
Procedures: Six teaching Four or five teaching Four or five teaching Three or fewer
Strategies strategies including a strategies including a strategies excluding teaching strategies
Content technology technology a technology with accompanying
component with component with component with content are listed.
accompanying accompanying accompanying
content are listed. content are listed. content are listed.
Reviewand relfection Review and Review or reflection Review or reflection Review and reflection
reflection are are addressed. are attempted. are not attempted.
addressed.
Supporting evidence. All content Three content One or two content No content
supplements are supplements are supplements are supplements are
attached attached.. attached. attached
Summative A rubric is designed A rubric is designed A rubric is designed A rubric is attempted

Assessment to assess the to assess the to assess the to assess the
109
objectives of the objectives of the objectives of the objectives of the

lesson. lesson. lesson. lesson.
Rubric is four levels Rubric is four levels Rubric is four levels Rubric is four levels
and has no errors. and has one to three and has three to six and has more than
errors. errors. six errors.
Technology Word processed with Word processed with Word processed with Word processed with
rubrics in columnar minor problems with rubrics poorly rubrics not formatted
format. formatting rubrics. formatted.
Grammar, Spelling, No errors One to three errors. Four to 6 errors. Seven or more
Sentence Structure errors.
110
Need for Agricultural Education in Public Schools.
You are being considered for a teaching position at a suburban Kentucky School. The SBC members
include an administrator with a language arts background, one art and one consumer family science
teacher, one Band Booster and one Basketball Booster parent members. Scores on CATS reveal a decline
in Arts and Humanities as well as Reading scores with all other areas progressing at higher rates than
mandated by the SDE. The SBC members must decide whether to continue the Agriculture Unit or add
another Arts and Humanities instructor.
Task: You are to list in any format desired information to the committee members of the importance of
agricultural education to the total school system by:
1. Relating specific courses from the Program of Studies to the needs of each member.
2. Relating the role of Agricultural Education in improving TOTAL school scores.
3. Relating recent technological changes and reform/restructuring efforts to make
Agricultural Education “more than farming.”
4. Describing your personal qualities that would make you a member of the
“instructional team” at the school.
5. Suggesting why the Agricultural Unit should be kept rather than replaced by an Arts
and Humanities Unit.
Materials Needed: Word Processor, Printer

111
Need for Agricultural Education in Public Schools

SCORING GUIDE
Program of Studies Each member Two to four One or two members Attempted to
Related to each SBC addressed members addressed addressed with a establish and
member thoroughly with a with a specific specific course. maintain purpose
specific course. course. Limited awareness and communicate
of audience and/or with the audience.
purpose.
Role of Agricultural All areas of CATS Three to five areas Two areas of CATS One areas of CATS
Education in testing specifically of CATS testing testing specifically testing specifically
improving TOTAL addressed. specifically addressed. addressed.
school scores addressed.
Recent technological Three technological Two technological One technological One technological
changes and changes and three changes and three changes and two changes and one
reform/restructuring reform/restructuring reform/restructuring reform/restructuring reform/restructuring
efforts to make efforts related. or three or two technological efforts related.
Agricultural technological changes and one
Education “more changes and two reform/restructuring
than farming.” reform/restructuring efforts related
efforts related.
Personal qualities Four qualities listed Three qualities listed Two qualities listed One quality listed
that would make you and reasons why and reasons why and reasons why and reasons why
a member of the each is effective. each is effective. each is effective each is effective.
“instructional team”
at the school
Why the Agricultural Depth and Depth of idea Minimal One idea developed
Unit should be kept complexity of four development three development of two or
rather than replaced ideas supported by ideas supported by ideas; limited and/or no elaborated idea
by an Arts and rich, engaging, elaborated, relevant unrelated details. development;
Humanities Unit. and/or pertinent details. unelaborate and/or
details repetitious details.
Grammar, spelling, No errors One to three errors. Four to 6 errors. Seven or more
sentence structure, errors.
use of technology.
112
FFA Proficiency and American FFA Degree Forms
As a beginning agricultural instructor one of the most hectic times of the year is February when FFA
forms are due to the State Department. One of your brightest studetns, Jason Keith, has a great chance to
become the State winner with his SAE program in Lawncare. Listed below is pertinent information
regarding Jason:
Jason A Keith, 1234 Stony Brook Av., Bowling Green, KY 42104, is the 17 year
old son of Donna and Michael Keith. He is a senior at Bowling Green High School, 122
Rockingham Drive. School Phone is 502 546-8970. Chapter advisor is Monica
Applegate. His FFA membership began in four years ago with anticipated graduation
this spring. Jason began cutting lawns for neighbors and has expanded throughout the
neighborhood and local cemetery. He has a 3.09 GPA with four years in Ag-Ed and
FFA.
Jason’s entry into this area came with a neighbor’s wanting him to take care of
their yard. He learned of the Proficiency area from his teacher, Ms. Monica, and
planned to go for the State Award. His parents, grandparents, neighbors and FFA
advisor have been very supportive. Although he had no drivers license, he felt that this
was an advantage since he had to do a good job working with neighbors around his
home.
Jason began his SAE with a 5 hp lawn mower he fixed up in the ag mechanics
lab after buying it at a yard sale. His business has expanded more with the addition of
tools and more and better equipment. His record in the business was:
Income and Expense Summary

Fr. So. Jr. Sr.
Operating Income
Cash Sales 1035 570 1299 14
Other Cash Operating Expense 170 74 1003 322
Ending non-current Inventory 522 526 1207 2519
Capital Purchases 580 98 799 2000
He has earned $595 as winner of computer software and $175 from an essay
contest. His parents gave him an $4000 pick-up of which he uses about 1/4 time for his
project. Computer software worth $595, a used laptop worth $500, a printer worth
$100 and his vehicle are depreciable inventory related to this area. He has no current
liabilities.
Major skills learned include lawn care techniques and people management. He
feel he has met his goals of working with different individuals and expanding his
customer base. His future goals include completing a 2-year turf management program
at WKU and possibly seeking Ag-Ed certification.
113
In his placement activities, he has worked 667 hours in customer service at Wal
Mart in the lawn and garden section. The rest of the 480 hours are divided evenly
between verticutting, lawn maintenance and full service care for Enviro Lawn company
and volunteered total of 129 hours for the neighborhood clean-up and church cemetery
upkeep. His records are as follows:
YEAR Unpaid Paid Gross Earnings

Expenditures
Freshman 0 256 1250 170
Sophomore 0 142 625 74
Junior 4 985 6008 1527
Senior 125 1196 7226 678
SCHOOL ACTIVITIES
FFA Speech Sophomore 2nd Chapter
Chapter Leadership Committee Junior, Senior Co-Chair
State Floriculture Senior 3rd State
Regional Floriculture Junior 1st
Young Ambassadors So. - Sr. Member
Class President Freshman President
National FFA Convention Junior Participant
FFA Impromptu Junior Second Chapter
DARE Junior Member
WKU IFAL Junior Delegate
CYO Senior Member
Volunteer Fire Dept. Senior Volunteer
114
Task: Complete the appropriate FFA Proficiency or American FFA Degree Forms for the student listed.
You must download both the American and Proficiency forms from www.ffa.org.
Materials Needed: Access to WWW, Word Processor, Printer
FFA Proficiency or American FFA Degree Forms

SCORING GUIDE
Technology Downloaded and Downloaded and Downloaded and Downloaded and

word-processed word-processed with word-processed with word-processed with
without error one to five errors six to ten errors more than ten errors
Accuracy of entries All parts completed One to three missing Four to seven Eight or more
as required. entries or inaccurate missing entries or missing entries or
summaries. inaccurate inaccurate
summaries. summaries.
Narrative of Work Logical, makes Supported by Minimal Lacks focus for

History sense for elaborated, relevant development of two occupational area.
occupational area. details but not ideas; limited and/or
Chronologically chronologically unrelated details.
accurate. accurate.
Sections completed, All sections One to three missing Four to seven Eight or more
verified and signed completed as parts including missing parts missing parts
required. verification and including verification including verification
signatures. and signatures. and signatures.
Vocabulary, No errors One to three errors. Four to 6 errors. Seven or more
sentence structure, errors.
spelling
115
Agricultural Education 471

Organization and Program Planning in Ag-Ed
Instructor: Dr. Jack Rudolph Phone: Office - 745-5967

and Technology Bldg.
Co-requisite(s): Sec Ed 470
Course Description: A teacher preparation course, designed to prepare preservice teachers for the
student teaching experience and beyond, to a full time teaching position. Unit
planning, lesson preparation, and delivery will comprise the major portion and
focus of this course.
Class Meeting Times: Monday and Wednesday 2:30 - 3:45 p.m.
Lab Times: Friday 2:30-4:10 p.m.
Required Class Materials: (1) Written text provided by instructor
(2) Video tape for classroom teaching
Specific Teacher Outcome Statements
I. The teacher designs/plans instruction and learning climates that develop students' abilities

The teacher creates learning climates that support the development of students' abilities to
use communication skills, apply core concepts, become self-sufficient individuals,
116

programs.
Kentucky's Learning Goals and implements a professional development program that
enhances his/her own performance.
The teacher collaborates with colleagues, parents, and other agencies to design,
implement, and support learning programs that develop students' abilities to use
communication skills, apply core concepts, become self-sufficient individuals, become
responsible team members, think and solve problems, and integrate knowledge.
1. Uses systematic planning proceduresWritten unit plan

to design and develop a unit of
instruction addressing student
outcomes. (II.A.)
2. Plans daily lessons. Identifies Written lesson plans

learner objectives, content,
instructional strategies, and
lesson materials. Describes how
lessons are an integral part of
the Unit Plan and how the lesson
addresses the needs of the
student. (II.B)
3. Varies activities and/or levels of Written unit plan and lesson plans
4. Designs activities that involve Written unit plan

tasks. (II.D.)
5. Begins lessons by securing attention Video tape critique of self and/or field teaching
of students, reviewing, and
providing a lesson overview. (III.A.)
117
6. Presents content clearly, models/ Video tape critique of self and/or field teaching
applies lesson component, and
checks for comprehension. (III.B.)
7. Provides appropriate guided Video tape critique of self and/or field teaching
practice. (III.C.)
8. Provides appropriate independent Written unit plan and lesson plans

practice. (III.D.)
9. Provides activities that require Video tape critique of self and/or field teaching
application to real world cases. (III.E.) Written unit plan
10. Provides activities that require Written unit plan

independent learning skills. (III.F.)
11. Provides lesson summary and/or Video tape critique of self and/or field teaching
conducts review. (III.G.)
12. Uses appropriate questioning Video tape critique of self and/or field teaching
techniques. (III.H.)
13. Asks questions at a variety of Video tape critique of self and/or field teaching
levels, including questions which
encourage higher level thinking. (III.I.)
14. Provides a pattern of appropriate Video tape critique of self and/or field teaching
responding behavior to students'
comments. (III.J.)
15. Uses praise appropriately to Video tape critique of self and/or field teaching
facilitate student participation
and feedback. (III.K.)
16. Facilitates communications with Video tape critique of self and/or field teaching
students through the use of cues,
emphasis, and challenge--avoids
negative affect. (III.L.)
17. Uses appropriate vocabulary/grammar. Video tape critique of self and/or field teaching
(III.M.)
18. Demonstrates enthusiasm for Video tape critique of self and/or field teaching
teaching. (III.N.)
19. Manages student behavior and applies Video tape critique of self and/or field teaching
appropriate strategies for Cognitive Test
118
20. Manages instruction resources and Video tape critique of self and/or field teaching
time effectively. (V.A.)
21. Operates instructional technology Video tape critique of self and/or field teaching
effectively. (V.B.)

instructional technology and print Video tape critique of self and/or field teaching
and non-print media. (V.C.)
23. Prepares cognitive and performance Cognitive and performance measures in written unit
differences and are congruent with


courses.

Department of Education and by state
and federal legislation.
4. Examines current agricultural Materials evaluation

education, teaching materials Software evaluation
and appraises the appropriateness
of the concepts and skills presented.

7. Plans a layout and develops a budgetProfessional log

for a agricultural education classroom.
campus are required in this course. In order to receive a passing grade in this
course, all required field experiences must be satisfactorily completed. Students
are responsible for arranging their own transportation to designated or assigned
sites.

- Performance tasks
2. Performance assessment (KIRIS)
- Develops an understanding of program and/or school advisory committees and other support groups.
- Develops program goals/objectives.
- Develops annual and long-range program plans as part of the overall school plan including a budget
consistent with goals/objectives.
- Develops a system for using and maintaining needed files and records for department and students.
- Completes required reports.
- Develops positive working relationships with the community at large to include parents, employers, and
related agencies.
- Integrates the vocational program into the total educational program which may include Tech Prep.
- Selects, secures, and maintains equipment and materials for classroom and laboratory facilities.
- Maintains clean, attractive, and functional facilities.
- Assists students with further educational plans and/or job placement.

- Conducts an annual program review and evaluation.
- Uses problem solving (decision making process) as a teaching method including: introducing a
competency, analyzing the competency, collecting data/researching the competency, developing
tentative conclusions, developing final conclusion(s), applying and evaluating the competency.
- Secures, prepares, and manages instructional resources and materials.
- Utilizes teaching material including competency based vocational education (CBVE) modules
appropriately.
- Applies effective questioning/discussion techniques.
- Gives clear, well-planned demonstrations.
- Develops and uses lesson plans incorporating appropriate valued outcomes in the overall strategy.
- Directs the use of critical and creative thinking skills to analyze real-life situations.
- Explains the need for programs for adults.
- Plans, organizes, conducts, supervises, follows up, and evaluates an adult program.
- Develops a curriculum for adults.
- Utilizes effective method(s) in teaching adults.
- Selects and uses resource persons to teach specialized competencies.
- Describes the role (past, present, and future predictions) of education (general and vocational) in
America and uses knowledge to develop personal philosophy of education.
AGED 471 - Course Calendar - Spring 1997
Week Date Class Topic Assignment
1 1/13 Principles of Teaching & Learning Read Chapters 1 & 2

1/15 Objectives
1/17 Planning the Lesson Reading Quiz
2 1/22 Problem solving Read Chapters 3 & 4

1/24 Planning the Ag Program Reading Quiz
3 1/27 Teaching Techniques Read Chapters 5 & 6

1/29 Behavior Management
1/31 Lab Management Reading Quiz
4 2/3 Summer Employment Read Chapters 7 & 8

2/5 SAE Visitation Reading Quiz
5 2/10 Career Interest Instruments Read Chapters 9 & 10
2/12 Disadvantaged Students
2/14 Measurement of Learning Reading Quiz
6 2/17 Measurement of Learning Read Chapters 11 & 12

Farm Machinery Show
2/19 Restructuring/Frameworks Reading Quiz
Across the Country
7 2/24 School Politics and Getting Read Chapters 13 & 14

the ARight@ Job
2/26 FINAL EXAM
2/28 Young Farmers Conf.
EDU 489 Student Teaching Seminar
Course Discipline: Secondary Education
Instructor’s Name: Dr. John Kiraly

Mrs. Donna Otto
Dr. Jackie Schliefer
Semester and Year: Spring, 2002
Instructors’ Office: Dr. Kiraly, TPH 327

Mrs. Donna Otto, TPH 309
Dr. Jackie Schliefer, TPH 321
Instructors’ Telephone #: Dr. Kiraly, 745.2924

Mrs. Donna Otto, 745.6549
Dr. Jackie Schliefer, 745.3097
Instructors’ E-mail: Dr. Kiraly, john.kiraly@wku.edu

Dr. Jackie Schliefer, jacqueline.schliefer@wku.edu
Instructors’ Office Hours: Dr. Kiraly

Dr. Jackie Schliefer, Tuesday and Wednesday afternoons
Course Description: Analyzes the connections between teaching theory and actual practice.
Portfolio refinement with the New Teacher Performance standards will be emphasized.
Course Rationale: Kentucky’s New Teacher Standards will be aligned with the Renaissance
Teacher Work Sample with the goal of improving preservice teachers’ instruction and student
learning.
Prerequisite(s): Admission to student teaching (SEC 490).
Texts: New Teacher Standards document, Renaissance Teacher Work Sample document serve
as texts, and KTIP (Kentucky Teacher Internship Program) instrument.
Course Objectives and Assessment: All New Teacher Standards and the Renaissance Teacher
Work Sample are addressed; the seminar approach supports the basic requirements for the
student teaching experience and its requirements.
Critical Student Performances: The Teacher Work Sample document will be stored in the
electronic portfolio.
Course Disposition(s) Statement:

2.21 The teacher appreciates individual variation within each area of developments,
shows respect for the diverse talents of all learners, and is committed to help them
develop self-confidence and competence.
3.23 The teacher respects students as individuals with differing personal and family
backgrounds and various skills, talents and interests.
4.21 The teacher values the development of students’ critical thinking, independent
problem solving, and performance capabilities.
4.22 The teacher values the use of educational technology in the teaching and learning
process.
5.21 The teacher takes responsibility for establishing a positive climate in the classroom
and participates in maintaining such a climate in the school as a whole.
6.22 The teacher values many ways in which people seek to communicate and
encourages many modes of communication in the classroom.
7.22 The teacher believes that plans must always be o pen to adjustment and revision
based on student needs and changing circumstances.
8.21 The teacher values ongoing assessment as essential to the instructional process and
recognizes that many different assessment strategies, accurately and systematically
used, are necessary for monitoring and promoting student learning.
9.22 The teacher is committed to reflection, assessment, and learning as an ongoing
process.
10.24 The teacher is willing to consult with other adults regarding the education and well
being of her/his students.
Instructional Methods and Activities: Small and large group discussions, cooperative
learning, peer editing, and computer labs to support Teacher Work Sample as needed.
Special Instructional Materials: Renaissance Teacher Work Sample document
Course Topics: Professional ethics

Collaboration
Diversity
Use of Technology
Social issues, students and families
Contemporary educational trends and issues
Historical, philosophical, legal and financial issues
KERA Elements Addressed:

KERA Goals and Academic Expectations through unit and lesson planning; Kentucky
Teacher Internship Program, New Teacher Standards.
Grading/Evaluation: Grading is based on a point system. It is possible to earn 500 points, and
the number of points earned determines the grade.
Possible points per assignment:
Teacher Work Sample 300 points (60%)

Web Site Evaluation 50 points (10%)
Resume/cover letter/
REAP application 50 points (10%)
Attendance & participation 100 points (20%)
Grade will be based on:

92% or above = A (460-500 points)
84% to 91% = B (420-459 points)
75% to 83% =C (375-419 points)
70% to 74% =D (350-374 points)
Schedule for EDU 489-006 (Kiraly & Otto) Schedule for EDU 489-007 (Schliefer & Otto)
Date Time Room Date Time Room
Mtg. 1 January 18 8-2 pm 405 TPH January 25 8-2 pm 405 TPH
Mtg. 2 February 1, same time & location February 8, same time & location
Mtg. 3 February 15, same time & location February 22, same time & location
Mtg. 4 March 1, same time & location March 8, same time & location
Mtg. 5 March 15, same time & location March 29, same time & location
Mtg. 6 April 5, same time & location April 12, same time & location
Mtg. 7 April 19, same time & location April 26, same time & location
Mtg. 8 May 3, 8-2 pm TPH Aud. May 3 8-2 pm TPH Aud.
Plagiarism Policy: To represent ideas or interpretations taken from another source as one’s own
is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own.
Students must give the author(s) credit for any source material used. To lift content directly
from a source without giving credit is a flagrant act. To present a borrowed passage after having
changed a few words, even if the source is cited, is also plagiarism.
Attendance Policy: Students are expected to attend all seminar meetings. If for some reason a
student must miss on his or her scheduled date, instructor notification is necessary and
arrangements to attend a make up seminar will be made.
Disability Accommodations Statement: Students with disabilities who require

accommodations (academic adjustments and/or auxiliary aids or services ) for this course must
contact the Office for Student Disabilities Services, Room, 445, Potter Hall. The OFSDS
telephone number is 270.745.5004. Please do not request accommodations directly from the
professor or instructor without a letter of accommodation from the Office for Student Disability
Services.
Bibliography/References/Websites:
Journals and magazines:

Equity and Excellence in Education
Multicultural Education
Phi Delta Kappan
Teaching the Exceptional Child
Teaching Tolerance
Websites:
Kentucky Department of Education http:www.kde.state.ky.us
"Ask the Author" http:www.lipl.sils.umich.edu/youth/AskAuth
Internet Search Engine Details http:sunsite.berkley.edu/help/searchdetails.
Learning Disabilities Association of America http:www.ldanatl.org/
The Council for Exceptional Children http:www.cec.sped.org/
Gifted and Talented Students http:www.kidsource.com/
Multicultural Education http:www.wmht.org/trail/explor02
Specific Course Requirements:
Teacher Work Sample: Develop a unit of study to teach to the students in your
classroom. For those teaching on block schedule, the minimum unit length is 1 week; for those
teaching on 6/7 period days, the minimum unit length is 2 weeks. Follow the instructions in the
Renaissance Teacher Work Sample packet as to components, narrative, and attachments. Teach
the unit and assess student success with the content.
Web Site Evaluation: Turn in a minimum of five (5) web site evaluations to share with
the seminar students. These sites should assist the teacher in providing an environment that
supports the learning of all students. Follow the Web Site Evaluation Form guidelines. Locate
sites that provide assistance/guidelines for the classroom teacher in managing, planning
instruction, handling discipline concerns, providing a positive classroom climate, etc.
Resume/cover letter/REAP application: Develop a resume and over letter appropriate

for submission during an employment interview. Present evidence that your information has
been put on the Regional Education Applicant Program (REAP).
126

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Western Kentucky University

Bachelor of Science Agriculture

Certification - Agriculture Education

I.A. Conceptual Framework

Western Kentucky University School of Teacher Education Vision

The School of Teacher Education of Western Kentucky University prepares educators to

Graduates of the School of Teacher Education are confident, dedicated professionals

♦ nurture perception and understanding,

• Use basic communication and mathematics skills

• Design and plan instruction,

Continuous assessment of student attainment of teaching competence encompassed in the New

Our programmatic themes of Diversity, Collaboration, Communication, Problem Solving/Inquiry,

C. Portions of Syllabi Illustrating Conceptual Framework Integration

Class Web page: http://www.wku.edu/~sleugbb/Agro320/Agro320.htm

2) Overview of Crop Anatomy and Physiology

e) Alternate electron pathway

5) Transport in higher plants

8) Seed Germination and Seedling Development

Selected topics in crop physiology

AGRO 350 Introduction to Soils

Course Content – Selected Topics

I. Soil Development Systems

II. Soil Physical Systems

III. Soil Water Systems

c b. Soil water energy concepts

AGEC 361 Farm Management

1. Develop an understanding of farm record keeping and analysis

AGRI 398 – Seminar in Agronomy

Selected Course Topics

Agricultural Education 470

Texts: FFA Advisor's Handbook

Specific Teacher Outcome Statements:

II. Implements/Manages Instruction

The teacher introduces/implements/manages instruction that develops students' abilities to use

III. Creates/Maintains Learning Climates

IV. Assesses/Communicates Learning Results

VI. Engages in Professional Development

VII. Collaborates with Colleagues/Parents/Others

Core Objectives: Core Assessment:

1. Varies activities and/or levels of Critiques of learner assessment instruments

expectations to adjust for learner

2. Designs activities that involve Critiques of learner assessment instruments

3. Uses appropriate vocabulary/grammar. Writing portfolio requirements

4. Manages student behavior and applies Cognitive test

5. Manages instruction resources and Critiques

6. Operates instructional technology Field teaching

7. Selects and appropriately uses Software evaluation

8. Prepares cognitive and performance Cognitive and performance measures

Supporting Objectives: Supporting Assessment:

9. Describes the historical and Cognitive test

10. Describes the various programs and Cognitive test

11. Describes curriculum developments Cognitive test

12. Identifies specific topics and Cognitive test

13. Develops a professional log of Professional log

14. Explains the philosophy, purpose, Professional log

15. Explains the philosophy, purpose, Written reports

II. Program Experiences

II.A. Routes to Agricultural Education Certification

II.B. Certification Program Prerequisites

EDU/AGED 250 3 Introduction to Teacher Education

PSY 310 3 Educational Psychology

EXC 330 I, II, III, IV, VII, IX I,III