AGSC 301

INTRODUCTION TO AGRICULTURAL SCIENCE TEACHING

SPRING 2016TUESDAY AND THURSDAY 9:35-10:50 AM; AGLS 113
INSTRUCTORS:
Gary E. Briers
244 AGLS
979-862-3000

g-briers@tamu.edu

Kacie Gallegos
246 AGLS
979-458-7983

kacie.gallegos@tamu.edu

Lesleigh Bagley
246 AGLS
979-458-7983

lesleigh.bagley@tamu.edu

OFFICE HOURS: Tuesdays and Thursdays after class. If you have another class at 11:10, call Jamie
Norgaard at 845-5622 or email one of us to schedule an appointment.
COURSE WEBSITE: http://agsc301.weebly.com/
COURSE DESCRIPTION: Introduction to agricultural science teaching at the secondary level; an
overview of preparing teachers for a changing world including knowledge of learners, subject
matter, and teaching within the context of agricultural science. The course is designed to assist
students in developing a vision of professional growth and practice for the future.
Prerequisite: Junior or senior classification.
COURSE LEARNING OUTCOMES:
Discuss the history of agricultural education and its influence on present day programs;
Identify the demographics of schools throughout the state of Texas;
Discuss the role of diversity in ensuring students receive a quality education;
Discuss the basics of lesson planning;
Identify the certification routes for teachers in Texas and the meaning of highly
qualified teachers for all children;
Discuss the differences between single and multiple teacher agricultural science
programs and the impacts on planning a total quality program;
Discuss the importance of FFA activities to planning a quality agricultural science
program;
Discuss the implications of a broad-based agricultural science curriculum in becoming
prepared to teach agricultural science effectively at the secondary level. (Teachers of
agricultural science are certified to teach more than 25 different courses!)
COURSE MATERIALS: The following textbook is required:
Talbert, B. A., Vaughn, R., Croom, D. B., & Lee, J. S. (2014). Foundations of agricultural education
(3rd ed.). Saddle River, NJ: Pearson.
Other course materials will be found on the course website. Access to a personal laptop, tablet
or desktop computer is also essential.
ATTENDANCE POLICY: Class participation will include class discussions as well as attendance.
Attendance will be checked at each session. Missed in class assignments/activities as a result of
unexcused absences may not be made up. Work turned in late will be penalized 10% per day
late. For further information and policy concerning excused absences, see Student Rules, Part 7,
Attendance. Please note that student rules require immediate notification of your instructor of
an EXCUSED absence. The opportunity to make up assignments as a result of an UNEXCUSED
absence will be at the discretion of your instructor.

COURSE SCHEDULE: The schedule below is tentative and is subject to change.

Date

Day

Topics

1/19

Tuesday

Introduction to course, expectations,

and student introductions

1/21

Thursday

Overview of Assignments
What is Agricultural Education?

Foundations, Chapter 1

1/26

Tuesday

Characteristics of Successful Teachers

Why Be A Teacher?
Developing an Online Portfolio
Draw for research paper topics

Foundations, Chapter 1

1/28

Thursday

Code of Ethics and Professionalism

Are rules different for teachers?

Foundations, Chapter 2

2/2

Tuesday

Philosophical Foundations of AGSC

Programs

Foundations, Chapter 3

2/4

Thursday

History of Agricultural Education

Foundations, Chapter 4
Portfolio Project Due (first 60 points)

2/9

Tuesday

Organization & Structure of AGSC

Programs in Texas

Foundations, Chapter 5

2/11

Thursday

The Agricultural Education Model:

Classroom/Laboratory, SAE, FFA

2/16

Tuesday

Standards Based Teaching Materials

Draw for student presentation topics

Foundations, Chapter 11

2/18

Thursday

Curriculum:
What classes can an AGSC Teachers
Teach? Organizing courses for Career
Pathways in Multi/Single Teacher
Programs

Foundations, Chapter 8

2/23

Tuesday

Review for Exam and

Overview of Research Paper

2/25

Thursday

Exam

Exam

3/1

Tuesday

Demographics of Schools in Texas

Foundations, Chapter 20
http://proximityone.com/sddep.htm#tx

3/3

Thursday

Diversity Issues in AGSC Programs

Foundations, Chapter 20
Research Paper Outline Due

3/8

Tuesday

Development and
Implementation of TEKS

Foundations, Chapter 2

3/10

Thursday

Characteristics of Successful Teachers

Lesson Planning Basics
TEKS and Developing Objectives

Foundations, Chapter 1 & 13

3/22

Tuesday

Reverse Lesson Planning

Watch a Lesson and Write the Plan

Foundations, Chapter 13

3/24

Thursday

Special Populations and Differentiated

Instruction

Foundations, Chapter 20

3/29

Tuesday CertificationExams and Requirements

Foundations, Chapter 2

3/31

Thursday

The Student Teaching Placement

Process

Readings/Assignments Due

Foundations, Chapter 6, 22, & 23

Research Paper Due

4/5

Tuesday

Community Influences on AGSC

Programs

Foundations, Chapter 7 & 24

4/7

Thursday

Recording and Reflecting on

Experiences to Promote Learning

Foundations, Chapter 22 & 23

4/12

Tuesday

Student Presentations

4/14

Thursday

Student Presentations

4/19

Tuesday

Student Presentations

4/21

Thursday

Student Presentations

4/26

Tuesday

Student Presentations

Site Visitation Paper Due

4/28

Thursday

School Visitation Reflections

Course Evaluations

Portfolio Project Due (completed and

posted online all written assignments)

*FAST Meetings: Thursday, Jan 28, Feb , Mar , Apr ; 7:30 p.m. AGLS 114; AggieFest Speaking Events,
Sat, April . Earn 3 points toward attendance/extra credit for each meeting you attend.

COURSE GRADING AND ASSIGNMENTS: Your grade for this course will be derived from the quality
of your performance on a variety of indicators. These include written assignments, tests, projects
and presentations. All papers should be typed, double spaced, with 1 margins and Arial 11
point font (posted to your website). Assignments must be posted to your website to receive
credit; hardcopy or emailed assignments will not be accepted. Please refer to the website for
grading rubrics for assignments. All assignments will be compiled into a final portfolio project.
Activity

Points
Possible
100
100
50
100
100
100

Points
Received

Date
Due

Portfolio Project
Exam
Research Paper Outline
Research Paper
Student Presentation
Site Visitation Paper
Attendance (minus 10/unexcused
50
Daily
absence)
Total Points A= 540-600; B = 480-539; C= 420-479; D = 360-419; F= 359 and below
Portfolio Project: Each student will develop an online personal portfolio, suitable for showing to a
principal, superintendent, or cooperating teacher, to demonstrate the competencies learned in
this course. The portfolio will be built upon and used in subsequent courses. You will use
google.sites.com (or another free web service) to develop your online portfolio. All written
assignments will be uploaded to your online portfolio.
Points
20
20
10
10
30

10
100

Grading Template- Portfolio Project

Professional index page with appropriate color combinations
Brief autobiography posted on index page
Professional picture of you posted to the index page
Contact information (email) provided on index page
Separate page for Introduction to AGSC Teaching course (whole
course title spelled out) set up as file cabinet to upload future
assignments
Grammar and spelling correct throughout the site
Total points

Research Paper Outline: An outline is a formal system used to organize a paper to be written.
For example, you can use it to see whether your ideas connect to each other, what order of
ideas works best, or whether you have sufficient evidence to support each of your points. An
outline is critical to the success of your paper. You are to develop a detailed outline for the
research paper. The purpose of this assignment is to make sure that your final paper will be
scholarly. An excellent outline can yield an excellent paper. The outline should include the
topic, main categories with supporting categories in outline format with references in APA style.
Points
5
20
5
15
50

Grading Template- Research Paper Outline

Appropriate topic identified and stated
Main categories Identified w/ supporting categories including
introduction, history/background, specific issues related to the
topic, and personal reflection
Proper outline format
At least five reliable, valid, professional references in APA format
Total points

Research Paper: Research a topic related to teaching about an issue in agricultural science and
present your findings in a paper. You will draw from a list of topics. The research paper should be
4-6 pages plus a page for references. The paper must be typewritten, double spaced, one inch
margins, 12 pt. Times New Roman font. It should include a personal reflection paragraph
indicating how you believe about your chosen topic. The research paper should follow the
Publication Manual of the American Psychological Association (APA), 6th edition, style.
Points
5
10
10
20
20
10
15
10
100

Grading Template- Research Paper

Title Page, Topic, Name, Class
Introductory paragraph with thesis statement
History/Background/Importance/Relevance of topic
Discussion of issues with appropriate research cited within the text
Personal reflection paragraph related to your views on this topic
Conclusion/Summary paragraph
References cited appropriately in APA style throughout paper and
listed in references
Format, headings, grammar, punctuation, spelling, clear writing
Total points

Student Presentation: Each student will draw for a particular topic related to AGSC programs.
These will include career and leadership development events, speaking events, and other
award programs available to our students. You will be asked to research your event/activity/
program and share what you learned with your classmates in a 7-9 minute presentation. You
should have relevant materials to share that will help your classmates understand the
event/activity/program. These materials could be a handout, ppt, etc. The materials you
create will be shared on the Aglessons.com website and uploaded to your portfolio.
Points
10
10
30
10
10
10
20
100

Grading Template- Student Presentation

Identification of the topic/Gain interest in this topic
Rules/History/Guidelines/numbers of participants, etc. using
appropriate state references
Discussion of what a teacher needs to know to be successful
including pictures, activities, videos, and other examples
Conclusion/Summary
References related to Texas rules/guidelines
(you may compare or mention national rules, but focus on Texas)
Clarity and professionalism of materials shared (posted to your online
portfolio and to aglessons.com)
Clarity and professionalism of presentation
Total points

Site Visitation Paper: Visit a school approved by your instructor. This cannot be a high school
that you attended or graduated from. Plan early! Use www.judgingcard.com. The purpose of
this assignment is to observe teaching styles, teaching environments, and students. During this
visit, find out facts about the school (e.g., gender and ethnic breakdown, percentage special
needs students, student/ teacher ratio, popular SAEs, history of FFA, problems facing schools,
teaching styles used, physical and financial resources, and others that may be relevant to you).
Points
5
15
15
15
15
10
15
10
100

Grading Template- Site Visitation Paper

Title Page (name of school, your name, and date visited)
Information about the school district and AGSC program (statistics,
interesting facts, number of students enrolled in AGSC)
Classroom (Teaching styles, students, discipline issues, classes taught)
SAE activities (types of SAEs, facilities, involvement of parents, etc.)
FFA involvement (numbers of students in FFA, types of FFA activities they
participate in, successes, challenges as an advisor, etc.
Pictures of the classroom, laboratory, you with the teacher, etc. NO
STUDENT FACES or means of identification of them.
Personal Reflection (what did you learn, what did you like, etc.)
Format, headings, grammar, punctuation, spelling, clear writing
Total points

General Expectations: This course is designed specifically for those students preparing to student
teach in an agricultural science classroom and to become certified in Texas as a teacher of
agricultural science. You are expected to project effort and interest in each project and
presentation. You are also expected to ask for help when needed! We expect you to be
successful and am willing to help you get there, but you must do your part.
Please also note that a grade below C in this course will not result in credit toward meeting the
requirements for teacher certification. In other words, you must make an A, B, or C in the course
to move forward in the teacher certification program.
The University Writing Center

Because this course requires several written assignments, you may want to take advantage of the University
Writing Center to improve your writing skills and your written assignments. The main objective of the UWC is
to provide one-on-one consultations with a trained writing consultant. In consultations, we work with you to
determine what you need. Want help getting started? Reading your assignment? Doing research or writing
footnotes? Just an opinion on your draft? We will answer your questions regarding any part of the writing
process. The UWC also sponsors an on-line writing lab (OWL) that allows you to send us parts of your paper
(like the introduction) and a question (i.e., whether the thesis is clear). For a quick question during business
hours, students can access the UWC through AOL and Yahoo! instant messaging services (the screen name
for both is uwctamu) or by calling the Write Line at 979-845-2160.

Statement on Disabilities: The Americans with Disabilities Act (ADA) is a federal anti-discrimination
statute that provides comprehensive civil rights protection for persons with disabilities. Among other things,
this legislation requires that all students with disabilities be guaranteed a learning environment that provides
for reasonable accommodation of their disabilities. If you believe you have a disability requiring an
accommodation, please contact Disability Services, currently located in the Disability Services building at
the Student Services at White Creek complex on west campus or call 979-845-1637. For additional
information, visit http://disability.tamu.edu.

Aggie Honor Code: An Aggie does not lie, cheat, or steal or tolerate those who do. Upon accepting
admission to Texas A&M University, a student immediately assumes a commitment to uphold the Honor
Code, to accept responsibility for learning, and to follow the philosophy and rules of the Honor System.
Students may be required to state their commitment on examinations, research papers, and other
academic work. Ignorance of the rules does not exclude any member of the TAMU community from the
requirements or the processes of the Honor System. For additional information please visit:
http://aggiehonor.tamu.edu.

Copyrights: Please note that all handouts and supplements used in this course are copyrighted. This

includes all materials generated for this class, including but not limited to the syllabus, exams, in-class
materials, review sheets, power point presentations, and lecture outlines. Materials may be downloaded or
photocopied for personal use only, and may not be given to other individuals.