Reflecting on a Multicultural Moment

As we continue to develop our classroom management skills, we often spend time discussing our "Multicultural Moment" scenarios where we are challenged to view situations from different points of view, preparing us to be in a classroom where I will likely be surrounded by 15-20 opinions other than my own on a daily basis.

While experiencing my very first National FFA convention, we had a "hands-on" Multicultural Moment activity to complete.  Our goal was to be observant of others around us throughout the course of the week.  We were to observe the interactions, both positive and negative, that we witnessed throughout the week.

Simply just having this task in the back of my mind I believe made me more aware of what was going on around me.  I caught myself listening to conversations happening next to me, watching others as they struggled to make their way through the crowd of a thousand FFA members, noting they way they treated one another.

One of my favorite experiences I had while making my observations actually involved one of the students I was traveling with from my cooperating center (no worries though, he made me proud!)  As we began making our way toward the exit of the convention center after spending the day at the career fair and Expo center, the students I had with me were obviously tired and moving a little slow. Another group of FFA boys from another state, however, came charging through the lobby, buzzing right past our group, knocking some items from one of our girl's hands.  Well, being the gentleman that our boy was, his response was, "Excuse me, you owe her an apology.  She is a lady and you are rude."  There was no opposition from this other young man, as he gave her an apology and went on his way.  Our student picked up his friend's items and assisted her in carrying them the rest of the way to the bus.

Now, being in a teacher's position, I reminded my student that the other young man was likely just really excited to get where he was going because, I mean c'mon, he's at the National FFA Convention!  But even still, it was encouraging to see my students standing up for one another, taking care of each other, and being living proof that chivalry is not yet dead.

It's All in the Question: A Problem-Solving Lesson

In our most recent lab session, we were challenged to develop and deliver a managerial lesson plan.  This type of lesson is a great example of Problem-Based Learning; providing the students with a question, or having students to determine or formulate a question, and then allowing the class to direct their own learning by discovering a solution, or multiple solutions, to the problem.

For this lab, I developed a lesson on energy consumption that I plan to use in my Environmental Science class while student teaching in the spring.  During the lesson, students were given the problem of energy consumption that is not sustainable in countries around the world.  The lesson then led the students to determine their own energy consumption and finally develop an energy conservation action plan.

I was really excited to deliver this lesson to the lab and I feel as though this has been my favorite lesson to date.  As a learner, I appreciate lessons that appeal to the affective domain of learning according to Bloom's Taxonomy; meaning I love lessons that allow me to involve my emotions and personal opinions!  As I was preparing this lesson, I found my self really getting fired up about the ridiculous amount of energy being used and wasted in the affluent nations around the world so I was very excited to deliver the lesson.

I believe that of all of our lab sessions, I have enjoyed this one the most.  But as with every lesson, good or bad, I do know that there is always room for improvement.  I think before I deliver this lesson again, I will revamp my questioning, making sure to really hit those questions that promote higher level thinking.  I think I may also revisit the amount of time that I am using the powerpoint to guide instruction.  I found my self running out of time before we even got to the meat of the lesson, developing our energy action plans.  I will need to be sure that there is plenty of time to complete that task for the next time.

A Weekly Reflection: Inquiry-Based Learning Is...

One of the most unique and rewarding experiences we will encounter as student teachers and eventually in our own classes is having the opportunity to see our students take charge of their own learning through Inquiry-Based Instruction.

By using Inquiry in our instruction, we allow our students to explore materials, concepts, and their own creativity through thought-provoking questioning and critical thinking.

The thought the learning is directed by the student, the burden falls upon the teacher to prepare a lesson of a different caliber than before.  Our questions shift from "Yes or No" to "Why or How".  Instead of presenting material, we present a question and let our students work through it to find the answer, thus directing their own learning.

Our challenge as teachers is to continue to transform our classrooms to shift from a teacher-centered setting to a student-centered environment, finding the perfect balance of each along the way.  Check out this video that does a great job of illustrating what Inquiry-Based Instruction is and is not.

A Weekly Reflection: Assessing the 4 C's of 21st Century Learning

In the upcoming week, we will begin talking about assessments in class; something I have been looking forward to addressing.  As I continue to work on developing my unit plans for students teaching and writing lessons, I find my self really struggling to come up with ways that are meaningful to assess the learning that has taken place.  I find my self always resorting back to the thought of quizzes and unit exams.  But if I am challenging myself to teach in more creative ways than just PowerPoint and class lecture, I also need to challenge myself to assess my students' learning in non-traditional ways as well.

I look forward to growing my bank of assessments over the next few class sessions.  As I continue to read material and dig deeper into the resources we have been given, I am finding assessments I look forward to using; things like evaluating portfolios, projects, presentations, etc.

One of the resources that excited me the most while doing some researching was actually this video that discussed creating effective rubrics.  The best part about it though was that it discussed rubrics for evaluating the 4 C's of 21st Century Learning.  We talked about those C's!  Talk about cognitive connect.  I love it when a plan comes together so it was fun to see this type of learning being taken from presentation of material all the way through to assessment.

A Weekly Reflection: Forgetting We are Teachers

This week in class we will begin talking about using Problem-Based Learning, or PBL, in our classrooms.  This topic, though I think it is incredibly valuable and will be a fun and engaging way to teach, is still hard for me really to grasp the concept of.  In the simplest form of the theory it makes sense, we give our students a problem and they have to figure out the answer.  But I know it is so much more than that; it has to be!  The learning that is occurring will be incredible; absolutely fascinating to watch students brainstorm and think and create.

However, because this is such a valuable tool, I think it is really important to have a solid understanding of what Problem-Based Learning looks like.  The video above I believe does a great job of breaking down this idea of Problem-Based Learning and comparing it to a traditional classroom, highlighting the key components that sets PBL apart.

My favorite part about this video is that it challenges us to forget that we are teachers.  Say what?! Forget that we are teachers?!  Yes!  Forget that we are teachers so that we can become Mentors, helping our students to work through the problem so that they may discover the answers on their own, taking their learning into their own hands.

I love the idea of a student-centered environment and student-driven learning.  I look forward to challenging myself as a teacher, or more importantly a mentor, to develop Problem-Based Learning opportunities for my future students.

Evolution of the Solution: Watching Learning Happen through Experiments

As we begin to talk about individual teaching techniques in our classes this week, one of my favorites is on the list.  Experiments!  What I feel is the epitome of learning!  Posing a question and letting students find the answer on their own, with a little direction.  Such a fun, engaging, and exciting way to teach a lesson in your classroom.

So why are experiments a valuable tool for teaching? Because they challenge our student on so many levels!

• When conducting experiments, students use all of the modalities of learning.  The visual modality by having a visual representation of problem; the auditory by communicating their thoughts and ideas of possible solutions with group members; and the kinesthetic modality by being able to manipulate tangible materials to work through the problem.
• Students are able to reach the highest levels of thinking according to Bloom's Taxonomy with lessons that include experiments.  Students are working at the Evaluation and Synthesis levels by hypothesizing, assessing, and concluding throughout the experiment.
• Students who engage in experiments and stay involved in the learning process learn more and learn better.
• Experiments help students master systematic learning through agricultural content.  Students must work through a problem from beginning to end, keeping records throughout the experiment and analyzing data for a conclusion; a skill that is transferable to real-work situations.

It's obvious that experiments can be a great way to teach a lesson in the classroom.  But for experiments to be powerful and impactful, they must have proper planning behind them so that way the experiment doesn't simply become just a cool demonstration.

• Teachers should outline the problem before the experiment begins so that students have a solid idea of what we are researching that day.
• The procedure should be clearly outlined for students before the experiment takes place so that way it is clear what is expected of the students.
• It is important to talk about how to keep accurate records on the data that is being observed.
• Having students report their findings is a great way to compile the data as a group and draw conclusions.
• A way to ensure that the importance and relevance of the experiment is utilize results in other lessons throughout the units.

There are all kinds of ways for Agriculture Educators to implement experiments into their classrooms.  It really an incredible thing to witness such valuable learning occurring with your students as they discover the solutions to any problem at hand.

One Down, a Million to Go: Developing My First Unit Plan

This past week, we were required to develop our first unit of instruction.  We've heard that it could be a daunting task for the newbies, and they weren't kidding!  However, after typing and choosing standards and naming and renaming lessons over and over again, we came out on top with one unit under our belts!

The hardest part about writing the unit plan was getting started.  It was challenging to start with a blank document and to know that the end goal was to produce a workable, usable plan to bring into my classroom in just a few weeks.

After some serious searching on NAAE's Community of Practice for some inspiration and combining about 7 different templates into one, I finally was able to begin writing.  What was the most difficult part?  Deciding which lesson was going to come where.  Determining the order of which to roll out the material throughout the course of the unit is tricky business.  However, after ours of deliberation, I finally decided on how to schedule my unit.

After developing our unit, we handed it to two of our classmates for some peer feedback before our final submission.  I got some great suggestions on word-smithing a few items and adjusting some assessments.  Overall, I am proud of my first unit plan and am excited to receive my final grade so I can begin writing unit plan number two of what will feel like a million.

While researching some tips on unit plan writing, I came across this link all about Unit Planning and Backwards Design.  It had some great info and even included an interview with a student teacher about her unit planning experience! Check it out!

A Weekly Relfection: 5. Asking Good Questions

Each day when we enter the classroom as teachers, we should come in with an arsenal of questions that accompany our lesson for the day.  Why do we as teachers ask questions?  Well, what would our kids learn with out them?!  Teachers ask questions to:

• Assess the level of students' comprehension. 
• Develop student interest or motivation.
• Develop thinking skills. 

We ask questions to keep our students engaged in the lesson, check for understanding and encouraged higher-level thinking.  However, not just any old question will do the trick.  It all comes down to the quality of the questions that we are asking our students.  The questions we ask will determine the level of thinking to which we take our students.

I think questioning is a perfect place to enact the "scaffolding" technique, or starting with a question and continuing to build upon in,  into our teaching styles.  As I think about developing my questioning techniques, I believe this would be an effective strategy.  For example, start by asking a question on the Knowledge level of Bloom's Taxonomy such as, "What is a GPS system?" and finally moving to Bloom's level of Evaluation and "Assess the effectiveness in increasing crop production through the use of technologies such as GPS systems."  As the lesson progresses, these questions and all of the ones in between are guiding students to make the connection between the Knowledge and Evaluation levels of learning.

As a pre-service teacher, questioning is a skills that I am continuing to develop with every lab, lesson, and class period.  But in the end, the work will be worth it.  Effective questioning is a must-have in the classroom.  Check out the video below for a great example of effective questioning in the classroom.

An Interesting Approach: Hydro-What?!

This week in our lab it was all about the interest approach.  If you don't grab your students from the beginning, you've lost them until the end so attention-grabbing is key.  My lesson for this week was introducing hydroponic systems to a Plant Science class.

Students were given a table full of household materials (a container, a soda bottle, some fabric & newspaper, etc.) and some "nutrient solution" (in this case just water, but it would be the real deal during an actual lesson).  The goal was for my students to visualize how they think a hydroponic system worked even though we hadn't talked about them yet.  This way they would be challenged and eager to learn if they had created a successful system.

There were some things that I really liked about my lesson.  I liked that my students were challenged to think and process the mechanics of a simple hydroponic system while thinking about what a plant needs to survive and how the unit can provide such.  I enjoyed seeing them work through the task and throw out some great ideas.

But as with every lesson, there is always room for improvement.  I think if I were to conduct this lesson in the future I would change a few things.  I would have the students work in two teams to develop each system and then share with the class what they have created.  This would give the students a greater opportunity to be engaged whereas while working as a class, some students were checked out.

Overall, I was happy with the lesson.  I think I need to continue to develop my transitioning skills, which is one of my weakest points.  I think that will some good lesson planning, the advice of experienced teachers, and time, it will start to come together.

This week, I have decided to include the video of my lesson in my blog.  I would love for any of my teacher friends, students, peers, anyone really, to provide any feedback on my lesson or teaching style.  I strive to be the best I can be and I would greatly appreciate any advice you can give!  Thank you!

A Weekly Reflection: 4. Learning Objectives

This past week in our classes, we had our first lesson plan and our first unit plans due.  As I began to write and to plan how I wanted to deliver the content I plan on teaching to my FFA Leadership class, I began to realize that sometimes, it's difficult to write my ideas for lessons on paper as clear as they are in my head.  And if I can't make them clear to myself, how will my students ever understand what I am trying to teach them?!

I realized that it's all in the objectives!  My objectives for the day keep me on track during the lesson and lets my students know where class is going that day and what I will expect from them at the end. The key to having a successful lesson is writing clear objectives that really engage your students in higher-level thinking.

Choosing the right measurable verbs will ensure a stellar objective!

This week, I read an article on writing objectives for a secondary agricultural classroom.  Something that stuck with me from the article was the challenged that it posed to the teachers.  The article reminded us that if we are expecting our students to think on a higher cognitive level, we must teach on a higher cognitive level.  I thought this was something interesting to think about and something important to keep in mind as we continue developing objectives. 

In addition to reading the article on objectives this week, I watched this handy video that did a great job on giving an overview on what exactly objectives are and how they should be formulated.  Check it out!

First Day of School!

This past week in our AEE 412 teaching lab, we each taught our lesson we will roll out on our first day of school.  We had a cool opportunity to have our class session recorded so we could play back out video for some self-reflection, as well as some peer-evaluation.

Needless, to say you could tell this was my first rodeo and it was easy pick out some areas for improvement, as well as some things that I think I really like about my teaching style.

Here are just some observations I've made while watching my video:

Some Areas for Improvement:

• When people tell me that I have a tendency to talk fast, they aren't kidding.  I really want to work on controlling my motor-mouth so that way my kids can understand what I am saying and have time to process the information.
• I have a habit of asking for volunteers but I never wait for anyone to raise their hand; I often just "volun-tell" people to answer the questions or give an example.  For this particular lesson, we were on a time schedule, but my lessons would be a lot more effective I think if I just slowed down. 
• I also need to work on my transitions between activities.  Making connections between different areas of the lesson is crucial so I really need to work on making those bridges more clear.

 Some Things I Like About my Style:

•  I like my energy level! I tend to be more energetic than some but that's ok with me!  I want my classroom to be full of excitement and for my students to be excited to be there.  Now, the trick is going to be making sure that our energy and enthusiasm is geared toward the lesson and not just chaotic!
• Part of this particular lab was developing our classroom procedures, expectations, and consequences.  This is the first time I actually developed some type of classroom management that I will actually use.  I feel confident in the way I will manage my class room and so I am excited to try it out!

After watching my video, I realize that I am still learning and that I have a way to go.  But I also realized that this is something that I am going to love and that I am going to be just as excited as Nemo for my next first day of school!

Welcome to Greenwood!

Want to know more about Greenwood High School and where I will be spending the first 15 weeks of my teaching career?  Check out this video to get a glimpse of where I'll be student teaching!!

A Weekly Reflection: 3. Planning Instruction: The Interest Approach

As we are finishing up our unit on instructional design and beginning to dive into the meat of lesson planning, I think the best place to start is at the beginning.  So, let's talk about interest approaches.

We hear over and over that if you don't capture your students in the first few minutes, then the rest of the class is history.  Its important to get your students interested, engaged, and ready to learn right off the bat.  But it can be really challenging to bring new, fresh, and exciting ideas to every lesson, every class.

I read this incredible book over the summer called Teach Like a Pirate by Dave Burgess; a great read for both practicing and pre-service teachers.  The book had one part completely dedicated to interest approaches and hooks alone!

Right after reading the interest approach section, I posted my thoughts in a blog post to NAAE Communities of Practice.  Check it out!

Teach Like a Pirate: All About the Hook!

I know at this point I may sound like a broken record because I think everyone is saying the same thing, but Teach Like a Pirate rocks my socks!!  I read the most of the second section of the book while we were traveling from place to place in Korea and I had many epiphanies on that charter bus.  The second section was all about hooks for your lessons.  I think one of the biggest reasons that this section was so appealing to me was because I have always had an interest in Gardner's Multiple Intelligences ever since hearing about them in high school.  I am a very visual learner so it is fascinating to think about the different ways that people learn.  But because I learn best one way, doesn't mean my students will.  I will have to be really intentional about incorporating many different ways of learning into my lessons and as I was reading through the section section, it was easy to see all of the different modalities of learning that we were being addressed, beginning with the hook of the lesson.  Burgess just provided example after example after example of different ways to begin your lessons and I cannot wait to try them out and see what works for me in my classroom!

     As I read through the book, I took notes one some of my favorite examples of hooks for lessons and wrote down ways to potentially use these in my ag classes someday, maybe even as soon as student teaching.

• The Techno Whiz Hook- Burgess talks in this section about the need to embrace technology in the classroom because it is not going to go away.  Sometimes technology can be a distraction in the classroom but instead of fighting it, let's reel it in and use it to our advantage.  One of the questions posed in the section is "How can I leverage the power of social media to empower my students to engage in their education beyond the standard school day?"  Then I got to thinking, each day we will have an essential question on the board at the beginning of class, but why not tweet it out to the students before class so students can come in with their minds already thinking about the answer, allowing us to maximize our time and jump right into to the discussion.
• The Board Message Hook- So I kind of took this idea and went another direction with it, but the original concept is still there.  Burgess suggests using QR codes, the fun little squares you can scan with your smart phone, to display the essential question or board messages.  I love the QR code idea and actually hope to use this in my Small Gas Engines class at Greenwood in the Spring.  I will be teaching, or rather my students will be teaching each other, a unit on equipment safety.  I think it would be neat for small groups to make a 30 second video about that particular piece of equipment and link it to a QR code.  I will display the QR codes around the shop so that way students can access the safety videos any time they want.  Isn't technology handy?

     These were just two of the many ideas that the second section of the book sparked for me.  I look forward to not only finishing the book, but beginning to plan ways to implement what I have learned right into my lessons.

A Weekly Reflection: 2. Bloom's Taxonomy

As week two of preparing for student teaching comes to a close, we will begin discussion on the development of student learning objectives.  We've started looking at all kinds of resources for lessons and objectives to start gathering ideas and strategies to begin lesson planning and one of the most interesting items I've been reading about is this thing called Bloom's Taxonomy.

Bloom's Taxonomy is a way to separate the different areas, or domains, of learning.  In the image above, the inner circle represents the different levels of taxonomy and there are verbs used in each level as you work your way to the outside.

What a valuable resource, right?!  Let's say I am at the end of my unit and I really want to see if my students picked up the material.  Well, lets have them CREATE something.  But create what? Poster?  Been there, done that.  PowerPoint? Lame...  But now I can look at my handy-dandy wheel and... BOOM! Mind blown!  My students can now create podcasts, videos, songs, webpages, QR codes, blogs, movies.  And what will my objectives say?  I now have in my teaching tool belt words like "create, publish, design, construct, originate," to develop some high-level objects to get my students thinking.

Now I don't know about you, but I still think that's an awful lot words to sift through to try to get a handle on what this whole taxonomy thing is really about.  There are charts and articles and wheels and pictures and whatever out there, but sometimes it can still seem a little unclear.  I found and watched this video that helped clear up some things about what each level of taxonomy is all about!

Also, because I am a nerd at heart, I found this video of Nemo's Taxonomy.  It may be a little silly, I will always have something to remember the levels of Bloom's Taxonomy by!  Thanks, Disney!

Tiki Teaching: Our First AEE 412 Lab

This past week the 2015 cohort experienced our first AEE 412 lab.  Our 412 class is all about the methods of teaching agriculture and includes a lab session each week where we are able to try out some of the lessons we've planned.

Our first session was all about gauging our teaching skills.  We chose a different lesson plan at random and trust me, they were definitely random.  Some of the lessons included juggling, origami, and magical number squares.  My lesson was all about the Polynesian Tiki.

I loved the fact that all of our lessons were really out there; it helped to level the playing field.  We were each teaching something that we were unfamiliar with so our performance was based solely on teaching techniques rather than content knowledge.

My goal was to introduce, teach, and evaluate students on their understanding of the meanings behind different eye shapes of three Polynesian tiki gods.  Overall, I was pleased with my lesson but after reviewing the video that was taken during my lesson, I was able to identify some areas that I would like to improve.

The thing that I noticed immediately was the need for a detailed lesson plan which I did not have.  While sitting in the lab, I realized just a few minutes before I started to teach that I had totally forgot to prepare an interest approach!  How would I teach anything if I couldn't even get my class interested?!  I was able to come up with one on the fly but it was just okay, nothing memorable.  I also took notice to the fact that the questions I was asking the class were relatively low level questions because I was making them up as I went.

Despite being incredibly weird to watch yourself teach, especially the first lesson, reviewing my lesson and experiencing what my students experience was very helpful in identifying some areas of improvement.  I look forward to the second round of the 412 lab, especially since the tiki unit is over.

A Weekly Reflection: 1. Tackling the 1st Day of School

While reading the materials for the first weekly assignment in AEE 412, one topic stood out to me above the rest, tackling the first day of school.  It's a hot topic among new and beginning teachers, from deciding what lesson plan to use to choosing the appropriate dress to make the right first impression.

What you do on the first days of school will determine your success or failure for the rest of the school year.  You will either win or lose your class on the first days of school.

There is an incredible amount of pressure that comes along with the first days of school and it is up to us teachers to get the ball rolling.  Our tone on the first day will resonate throughout the rest of the school year so it's important to hit the target dead on.

The first day, and really the first year, can be intimidating for a new teacher.  The four statements below come from one of the assigned articles and are scary for a preservice teacher to read, but are all true.  

So how do we as new teachers begin our first day of school knowing that we are likely going to face situations we haven't experienced before?  We take a moment to remember why we signed up for this in the first place; to impact the lives of students.  Teaching is an art, and it takes time.  According to one of the articles, there are four stages of teaching: 

1. Fantasy- thinking that this whole teaching thing is going to be a breeze
2. Survival- literally trying to survive each day...
3. Mastery- getting a rhythm, delivering material, and seeing results 
4. Impact- positively effecting your program, your community, and the lives of your students.

When we walk in the door on our first day of student teaching or the first day in our own classroom, we will be scared and probably unprepared.  But if we enter the door with a "Stage 3" attitude (skipping the irrational fantasy and the scary survival stages), ready to deliver our first lesson and establish ourselves as educators in our classroom, our "Stage 3" attitudes will develop into a full-fledged "Stage 4" Impact-fest in no time at all!

I have taken from these readings that the first day of school will be a challenge; but it isn't about how much you know or becoming best friends with your students, its about establishing yourself as an effective and efficient educator right from the get-go.  

Want some additional advice from a seasoned teacher on making this year the best year ever? Check out this Edutopia Article on preparing for the first days of school!

Supervising an Agricultural Experience

Today I had the unique opportunity to accompany Mr. Clark and Mrs. Pontius, advisers of the Greenwood FFA chapter and my future cooperating teachers during my student teaching experience, on three SAE visits.
So, what is an SAE and why would you want to visit one, you ask?  For those who are unfamiliar, an SAE is a Supervised Agricultural Experience; an FFA member maintains record books on an agricultural project of their choice.  Generally, projects can include employment opportunities with an agricultural business, raising livestock, or doing agricultural research.  Throughout the year, the Ag Teacher will visit students who complete their projects outside of the classroom to monitor progress, help students prepare for a livestock show, etc.  For more information on SAE's, check out this link!

Mr. Clark, Mrs. Pontius, Jane, and her brother Zane
discussing record books

So we began our morning bright and early, and the place we went was an absolute pig pen!  No really... it was a pig pen!  One of the Greenwood FFA members, Jane, is preparing to show two pigs at the upcoming county fair.  We hauled the department scale to the family farm to weigh her pigs and make sure they were on track to be shown.

Our second stop was with two members who are working together to prepare two steers for the livestock show at the fair.  Through talking to the girls, I came to find out that Kilian, a seasoned show kid, was introducing Courtney to the world of steers.  In return, Courtney is teaching Kilian what showing horses is all about.  Collaboration at its finest!
Being that I have no showing experience, it was great to see show preparation firsthand!  It was great to hear my future students get excited about taking their animals to the fair and to see the anticipation, waiting to see all of their hard work finally pay off.

Kilian with Mr. Clark and her steer

After we returned to the school for the day and I saw all of the classroom preparation going on, teachers preparing rooms, shop getting revamped, my first instinct was to ask what I could do to help get ready because our kiddos will be here soon!  But then I remembered, I have a few more classes to take at Penn State so I had to restrain myself from completely going full on teacher mode.  I am just so pumped to get into that classroom and do SAE visits of my own!  But I know it will be some day soon... well, if I can be patient that long!

A Little Background

Hey friends!  Thanks for joining me on my journey to becoming the ultimate Agriculture Educator!  A little about myself: I am a senior at Penn State University, studying Agriculture and Extension Education and will be completing my student teaching internship at Greenwood High School in Millerstown, PA during the Spring of 2015.  I hope be teaching Agricultural Sciences after graduation for a few years before returning to school for my Master's degree in Agriculture Education.  I also recently returned from a month-long study abroad experience in The Republic of Korea.  Our group studied the School-Based Agriculture Education in Korea and it was one of the most influential experiences I have had in my life.  Check out our experiences here!

As I begin my journey into the professional world of Agriculture Education, I will be keeping track of all of my different encounters and adventures here.  The upcoming semester will be trying for sure but I have never been so excited to go back to school!  Stay tuned to hear more about my journey of a lifetime!