Agriculture Workforce Training for Collaborative Leadership (AWT4CL)

 by Megan Seibel & Curt Friedel --  As educators, it is thrilling to witness a student’s AHA! , the proverbial “light bulb” moment. We see it when ideas are generated, connected, developed, executed, and shared. Some are on point, some seem tangential, but all are valuable.   The way in which our course content is designed and delivered has a direct impact on our students’ engagement and learning.   In developing assignments, establishing expectations for success in those assignments, and creating opportunities for input, feedback and growth, it is important to consider how we engage in these activities. Many of us may not stop to think about our own preferences in how these are structured when we develop them, and whether or not that is in alignment with our students’ needs and preferences.   Adaption-Innovation Continuum of Creative Style  As human beings, we are each hardwired in the WAY in which we prefer to generate ideas, utilize structure to imp...

  By Donna Westfall-Rudd and Jama S. Coartney --    One option might be to take a more student-centered learning approach to your online courses. While teaching in-person has advantages when it comes to making connections, you can still create a classroom atmosphere with engagement and interaction, by focusing on the needs, interests, and inquiries of your students. In a recent publication, Teaching in the University , Rachel Mack offers guidance on exactly how to go about making these additions to the curriculum in the chapter entitled, “4. Teaching Practices for Student-Centered Learning Online.”  Recently published as an open textbook, this resource offers suggestions on how to engage students in an online environment.  It also offers tips and things to consider when working with students to increase the opportunity for them to build relationships with others in the course and feel engaged with the course content. For example, one action you can take is to t...

By Megan Seibel  --  Did you know that the full proverb is actually " Curiosity killed the cat, but satisfaction brought it back? "  I didn't.  Of course, I had heard and been told the front portion many a time over my decades of life. To say I am a "curious" person is an understatement. Learner and Input are part of my  Clifton StrengthsFinder  profile. My college roommate and I decided that by the time we were parents our goal was to know at least a little bit about everything (yes, we thought that was normal as 19 year-olds)! As I became an adult, however, I remember others aligning negative connotations to this old proverb. As far as I was concerned, it didn't matter to me if curiosity killed the cat; cats have nine lives, after all.  It is my nature to ask questions. Lots of questions . And I did. In certain settings, though, I started to notice that the practice of asking questions didn't always seem the "popular" thing to ...

By  Celeste Carmichael --  What is the equation of experiences that helps us to identify as learners, leaders, and enthusiasts?  For most that equation goes beyond the classroom and into out of school time activities, recreation, jobs, and relationships.  What if we, as formal educators, intentionally recognize the value of those experiences and point to similar opportunities for enrichment?  The Center for Multicultural Education at the University of Washington and the LIFE Center— a research collaboration between the University of Washington, Stanford University, and SRI International, supported by the National Science Foundation (NSF)—established a panel to study this question and develop a set of principles that could help us to weave together learning across contexts and help students succeed. The panel poses that if educators make use of the informal learning that occurs in the homes, communities, and co-curricular activities of students, the achievement ...

By Jama Coartney and Donna Westfall-Rudd --  In Teaching Community: A Pedagogy of Hope , bell hooks writes about the stress of grading:  " Like many teachers I found grading 

By Jama Coartney --  As the demand for leadership skills increases, instructors and administrators are faced with some tough decisions about how to proceed and meet both the technical as well as leadership skills. With an education pathway already jam-packed, how do you add more leadership development into the curriculum? Segmented Approach Integrated Approach  One approach involves increasing the availability of courses dedicated to leadership skills.  Another option involves integrating aspects of leadership into already existing courses. Both approaches have their advantages.  In addition to opportunities for leadership development through coursework, students in agriculture programs also an additional option—internships.  Internships provide students a unique opportunity to gain experience and leadership development as they work toward completing their degree program.

In preparation for the Agriculture Workforce Training for Collaborative Leadership Project, Virginia Community College Faculty were interviewed to gain a better understanding of what is needed to prepare agriculture students for the workforce. In the following video, Amy White—Virginia Western Community College's Dean of Science, Technology, Engineering and Mathematics—summarizes observations from these interviews. 

In this video, Dr. Eric Kaufman provides an overview of the current state of workforce preparedness, which is being explored from multiple perspectives, including students, parents, and industry. He also introduces a couple of national reports that offer insight on employability skill development within community college programs.     Featured reports from the video include the 2021 Cengage Graduate Employability Report and the  Strada Public Viewpoint Findings